Texas Social Studies Framework - Department of Geography ...

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Figure 14: C-I-A Alignment
Curriculum
ENHANCED
STUDENT
PERFORMANCE
Assessment
THEORIES OF LEARNING
Social studies teachers can use a number of models of
instruction. The challenge is to match the knowledge and
skills required by the curriculum with the appropriate
strategies. Teachers need to help students learn to learn
(cognitive strategies) in ways that are effective for all
students (multiple intelligences). They should incorporate
active learning experiences (constructivism) that
encourage student response (behaviorism). This section
summarizes the key ideas of cognitivism, multiple
intelligences, constructivism, and behaviorism and
presents some implications for TEKS-based instruction.
This framework does not advocate one theory over
another but encourages the use of any or all as appropriate.
Cognitivism (Cognitive Strategies)
Few students have any idea of how to go about learning,
or processing information in an efficient manner. The
TEKS require students to learn both skills and content.
Students can learn to learn if instruction is planned so
that students use one or more appropriate cognitive
strategies (ways to learn) to actively process content or
practice skills. Four major types of cognitive strategies
are:
• Organizing or Chunking Strategies
• Spatial Learning Strategies
Chapter 5: The Teaching-Learning System: Curriculum, Instruction, and Assessment
Instruction
• Bridging Strategies
• General Purpose Strategies
Following is a brief explanation and a TEKS-based
example for each strategy. These strategies should be
modeled for students in the context of classroom learning
opportunities.
Organizing or Chunking Strategies
Organizing or chunking strategies are the learning
strategies most often used in the social studies. These
strategies require teachers and students to think about
relationships and then to organize information based on
relationships. Figure 15 provides descriptions and
examples of organizing or chunking strategies based on
spatial relationships, time, steps in a process, or logic;
classification strategies; and multipurpose sorting, a
strategy to identify and organize information based on
multiple levels of relationships.
However, research shows that organizing strategies are
not highly efficient or memorable and, when used alone,
are not sufficient for long-term learning. They must be
supplemented by more powerful strategies, e.g., spatial
learning strategies or general purpose strategies, described
below. Organizing strategies are good preparation
for other learning strategies. Teachers should use the
organizing strategy most appropriate to the subject matter
and then combine it with other strategies to make the
material more memorable.
Spatial Learning Strategies (Data Retrieval Charts and
Concept Mapping)
Organizing strategies are more readily learned when
combined with a spatial learning strategy, a bridging
strategy, or a general learning strategy. Visuals are a
powerful way for students to remember information,
especially those students who have strong visual and
kinesthetic intelligences. Following are two spatial
learning strategies appropriate for elementary, middle,
and secondary students: 1) data retrieval charts and 2)
concept mapping.
1) Data Retrieval Chart: Students prepare a visual
display (a grid or a matrix) of information. This
provides “a big picture” that students can use to
assimilate facts, compare, and organize information.
Label the main ideas in rows and columns. Information
to complete the data retrieval chart is provided
by recall or found in reference material.