Teaching Strategies
Culturally Responsive Teaching
Culturally Responsive teaching, refers to the ability to change, adapt and mold the curriculum and content you teach to the time in which you live and adapting to all current events effecting your population of students. We must be aware of and intentional about understanding the different cultural backgrounds our students carry with them. Culturally responsive teaching is vital; now more than ever in 2020. We must adopt Culturally Responsive Long-term Practices rather than just temporary strategies. This practice will be used as the through-line and overall practice of the Unit itself, as it addresses the need for African American Studies as well as Indigenous and Global Studies and a reshaping of Historical Lenses.
Inquiry Based Learning and Teacher Modeling
The strategy of Inquiry Based Learning, is essentially, allowing students in the history curriculum to analyze primary and secondary sources in order to approach the overall lesson. This means instead of starting the lesson each day with just an introduction about the historical figure and biography we will be learning about that week, there will be certain days within the week, the lesson will begin with a primary source, or secondary source students will analyze, along with a guiding, overarching question they will address. This will be modeled by the teacher during the Prerequisite Project and will be used during the project as well as in the teaching of the historical figures each week, over the duration of the year.
Cooperative Learning and Discussion
This portion of Cooperative Learning and Discussion will take place at the end of each biographical week, as well as during the final project of the unit. This will entail students working together to find out more about a topic or person and discussing their learning as a class. Students will utilize this strategy at the end of each week when we have discussed a historical figure; and extend research on the classroom technology to complete a writing assignment which will go through the processes of writer’s workshop to engage in cooperative learning as well. One component of the final product is a cooperative learning piece, where students will complete three (mini biographies, with an image, to large collaborative piece as class: “In my family tree, I see me”). This will allow students to use the cooperative learning strategy. Students will also discuss and present their work.
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