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Alaska Department of Education & Early Development
Social Studies

Chapter 4: Instructional Methods

The social sciences, generally called Social Studies in pre-college schools, consist of both subject matter - considered in the preceding chapter - and method - discussed in this chapter. The name itself implies method. The word social indicates that the disciplines deal with the ways (methods or strategies) humans act together (in a social situation) to solve the problems inherent in being alive, sentient, group-oriented, and able to affect the environment. The word science describes the scientific method of study: Natural (in this case, often human) phenomena are observed, hypotheses are made to explain their occurrence, experiments, generally in the form of additional observations or recombinations of data, are made to test the hypotheses, and general laws or principles are put forward to predict future recurrences.

School curriculum should include both parts of the social sciences, the content and the method. In addition, students need to learn to put the social studies to use in their own lives, by developing strategies for becoming good citizens, globally aware individuals, and productive adults. This is a lifelong process that requires not just a knowledge of facts, but also an understanding of how to find necessary information and how to process it.

Meanwhile, teachers should realize that merely by teaching the social studies, they are teaching how to do the social sciences, for teaching is communication, and communication is dependent in large part on the way the message is presented. Marshall McLuhan's medium as the message suggests that the choice of teaching method determines the meaning and impact of the message being conveyed.

Instructional method includes a variety of components, including classroom strategies, instructional materials, and assessment models. This chapter deals with the first, classroom strategies. Its goal is to help teachers and districts translate the Alaska Social Studies Standards into teaching practice. Chapter 4 considers assessment models, while Chapter 6 suggests approaches to instructional materials and an integration of instructional and assessment methods with the standards.

This chapter is arranged as follows:

The first part consists of guidelines for the application of education theory. Included are:

"Bloom's Taxonomy Breakdown: Roles, Process Verbs & Products from Bloom's Taxonomy of the Cognitive Domain," adapted by C.A. Lutz of the Matanuska-Susitna School District, which reminds teachers to encourage higher level thinking skills in students;

"The Quality Paradigm Shift in Education" by John Jay Bonstingl, which describes changes in education arising from The Total Quality Management Movement;

"Instructional Techniques and Activities," adapted from the work of Linda Campbell et al. by Kodiak teacher Meri Holden, which suggests that good teaching includes a recognition of multiple intelligences;

"Best Practices in Social Studies," from Best Practice: New Standards for Teaching and Learning in America's Schools, by Steven Zemelman, Harvey Daniels, and Arthur Hyde. (permission pending)

"Essential Skills for Social Studies" as compiled by the National Council for Social Studies, which presents both skills and affective learnings common to social sciences as applied to social studies standards.

Second, excerpts from Kentucky's framework document, Transformations: Kentucky's Curriculum Framework, are reproduced with permission. These pages provide an excellent overview of the strengths of and appropriate settings for different teaching methods, along with examples of each.

A third section considers ways the social studies standards can be adapted to early childhood education.

Fourth, a section on technology in education by Juneau educator Linn Clawson (with an insert by Laurie Madsen of Kodiak) provides guidance in incorporating such diverse tools as overhead projectors, video cameras, computer simulation software, and Internet connections in classroom instruction.

Finally, a series of lesson plans designed by Alaska teachers illustrate the integration of the Alaska Social Studies Standards, good teaching practices, and a number of different instructional and assessment models.

Aim High:

Roles, Process Verbs and Products from Bloom's Taxonomy of the Cognitive Domain

Level of Taxonomy	Definition	Teacher Roles	Student Roles	Process Verbs			Products
Comprehension	Understanding of information given	Demonstrate Listens Questions Compares Contrasts Examines	Explains Translates Demonstrates Interprets Active Participant	restate paraphrase discuss locate retell research convert annotate give examples of	describe report recognize review observe locate outline account for	explain tell express summarize list identify calculate expand upon give main idea	recitation summary reproduction collection explanation dramatization show & tell story problems	example definition quiz list test label outline
Knowledge	Recall or recognition of specific information	Directs Tells Shows Examines Questions Evaluates	Responds Absorbs Remembers Recognizes Memorizes Passive recipient	define name record match select underline cite sort	repeat label recall locate group recite choose describe	list memorize relate show quote distinguish give example reproduce	quiz definition fact worksheet reproduction	label list test workbook
Level of Taxonomy	Definition	Teacher Roles	Student Roles	Process Verbs			Products

Aim High:

Roles, Process Verbs and Products from Bloom's Taxonomy of the Cognitive Domain

Level of Taxonomy	Definition	Teacher Roles	Student Roles	Process Verbs			Products
Analysis	Breaking information down into its constituent elements.	Probes Guides Evaluates Acts as a resource Questions Organizes Dissects	Discusses Uncovers Lists Active Participant	distinguish question research appraise experiment inspect examine probe separate inquire arrange investigate sift	calculate solve sequence interpret compare inventory scrutinize discover survey detect group order sort	test analyze discriminate diagram contrast relate dissect categorize point out classify organize differentiate deduce	diagram investigation graph conclusion category questionnaire illustration inventory spreadsheet checklist	chart outline list plan summary survey database mobile abstract report
Application	Using methods, concepts, principles and theories in new situations.	Shows Facilitates Observes Evaluates Organizes Questions	Solves problems Demonstrates use of knowledge Constructs Active Participant	teach manipulate exhibit illustrate calculate sketch interpret prepare make experiment practice	apply adapt relate operate interview paint change record translate produce compute	employ show solve schedule collect demonstrate dramatize construct use sequence list	prediction scrapbook demonstration photograph illustration simulation sculpture experiment interview performance presentation	puzzle drawing diary report diorama poster diagram lesson model journal map

AIM HIGH!

Roles, Process Verbs and Products from Bloom's Taxonomy of the Cognitive Domain

Level of Taxonomy	Definition	Teacher Roles	Student Roles	Process Verbs			Products
Evaluation	Judging the values of ideas, materials and methods by developing and applying standards and criteria.	Clarifies Accepts Harmonizes Guides	Judges Disputes Develops Active Participant	judge rate validate predict assess score revise infer referee determine prioritize tell why	evaluate compare defend select measure choose conclude deduce debate justify recommend discriminate	appraise value probe argue decide estimate criticize rank award support reject use criteria	investigation opinion survey debate verdict conclusion panel editorial cartoon recommendation critique	judgment report editorial scale evaluation review debate
Synthesis	Putting together constituent elements or parts to form a whole requiring original, creative thinking.	Reflects Extends Analyzes Evaluates	Discusses Generalizes Relates Compares Contrasts Abstracts Active Participant	compose assemble manage pretend arrange organize invent generalize systematize show compile forecast modify devise	propose construct plan revise collect prepare develop originate imagine generate predict combine write suppose	formulate set up design blend create produce hypothesize predict concoct infer act improve reorganize role play	film story design blueprint plan solution new game song pantomime video newspaper advertise-ment hypercard stack media production	poem formula machine goal play cartoon invention painting radio event collage

Synthesized by C.A. Lutz from Taxonomy of Educational Objections: Handbook I Cognitive Domain. B.S. Bloom, NY Longman's, Green & Co., 1956.

Measurement and Evaluation in Teaching. 4th Ed., Norman E. Grunlund NY. MacMillian, 1981 Teaching Models in Education of the Gifted. C. June Maker, Rockville, MD. Aspen. 1982 Growing Up Gifted. Barbara Clark. Columbus, OH Charles E. Merrill, 1979. "Build a Higher Thought", Claremont Educational Resources, 1977. "Verbs and Product for Independent Study", Engine Uity, Ltd., P.O. Box 9610, Phoenix, AZ 85068. 1984. ©Constance A. Lutz 9/91.