Chapter 16: Projects in the Social Studies Classroom
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“In teacher-directed project work the teacher typically determines the content, process, and required product from the inquiry. All students are likely to learn the same content, following the same process, with the same resources, and may be required to produce identical products to demonstrate their learning. In student-directed projects, the students may have a wide range of choice about the specific content within the overall topic that they wish to study.They may use very different research resources and processes to arrive at the product and may elect to produce products that are varied and reflect their specialized focus. In co-directed research, the teacher and students work together to determine the best focus to take on the wide range of content that may be available.The teacher and student work together to develop a plan for gathering resources, planning a process, and laying out a product that demonstrates the unique learning of the student or the small group” (pp. 395-397).
Projects are a great way for students to show what they have learned in a unit and what conclusions they have reached through their research. In order for students to be able to fully understand a topic and connect it to themselves personally, I believe that there needs to be some element of choice within any project, and that no project or assignment should be solely teacher directed. In teacher directed projects, students do not have a say in the content, process, resources, or final product, and I believe that the learning outcomes of such projects are severely lacking compared to projects that allow the students to have choice. I understand that teachers need to cover curriculum, but it is the teachers job to come up with a multitude of ways to teach curriculum AND meet students’ learning needs and interests simultaneously. Children often come to school every day and do teacher directed work in order for the teacher to cover the curriculum and evaluate students. I think projects are the one thing that students should experience some choice and a sense of independence by choosing a topic, method, and research tools that they are personally intrigued by. Choice boards ensure that specific curriculum expectations are being met, and that all projects completed have the same general core. Choice boards are a list of different projects that the students can take on that cover one overarching topic or curriculum expectation, yet each project involves different content, processes, resources, and products to achieve that topic or curriculum expectation. Pending on the project chosen, other curriculum expectations and goals may be covered in addition to the ones that override all of the assignments on the choice board. I think teachers need to be mindful of the importance of choice to ensure they are meeting students emerging interests, needs, and abilities.
This is a quick video that explains how teachers can use choice boards in projects or everyday assignments. It also gives advice on different ways to implement choice boards and where teachers can find resources to help them create choice boards.
PDF- Choice Boards
This PDF contains multiple examples of different types of choice boards. They aren’t specifically about social studies and they are created by secondary teachers, but they are great examples to help illustrate what choice boards are. Many of them can be modified to be used in the younger grades.
REFERENCES
Maynes, N., & Straub, J. (2012). Social Studies: Innovative Approaches for Teachers, 1st ed. Chapter 16: Projects in the Social Studies Classroom (pp. 383-403). Toronto: Pearson Canada.
Northwest Region Secondary School Teachers. (2007). Choice Boards. Retrieved October 30, 2012, from http://www.gfps.k12.mt.us/sites/default/files/ChoiceBoards.pdf.
Schoodoodle.com. (2011, September 2). Differentiate Instruction Using Choice Boards [video]. Retrieved October 30, 2012, from http://www.youtube.com/watch?v=dGbulODMVgM.