Texas Social Studies Framework - Department of Geography ...

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• Debriefing: Allowing students to debrief both in
writing and orally works well. This stage is key;
it is the teacher’s chance to ask students to
discuss, to reason, to draw conclusions, and to
pull everything together.
Simulations are expanded role-playing activities that
recreate real-life situations or historic events according to
a set of specified guidelines or rules. After the simulation
problem or issue is carefully explained, the rules for the
simulation are specified. Roles must be clear and the
resources or constraints of the simulation outlined.
Debriefing is important and should help students focus
on the process or procedure rather than on “who won.”
Discussion Formats
Every social studies teacher includes discussion in his or
her teaching repertoire. But too often, discussion degenerates
into unreasoned debate, where opinions are more
important than viewpoints based on thought and research.
There are several discussion models that can
make discussions effective teaching-learning tools. For
example, following research on a topic, in the ESR
(Educators for Social Responsibility) model, the class is
divided into two groups. Both groups present their
position on the topic. The first group asks questions of
the second group, then restates the other group’s position
as accurately as possible. The groups present a list of
agreements between the two positions. Finally, each
group presents the questions that each can explore to
resolve their differences. In the Socratic Discussion
Model, also known as “the seminar,” students dissect a
text, problem, or event to better understand it. Students
ask questions and probe each other’s answers from
different perspectives. Students can be assigned roles to
make them more productive in the seminar.
Classroom Learning Centers
A learning center complex is set up with a series of
modules that include specific objectives and activities that
use appropriate visual aids (Kosmoski and Vockell, 1978).
In small groups, students complete an activity in one
station and then move to the next station in the rotation.
Benefits of using learning centers in the classroom
include:
• Students are motivated by being continually
engaged in a variety of activities.
• Limited resources can be effectively utilized. For
example, in a one-computer classroom, one of
Chapter 5: The Teaching-Learning System: Curriculum, Instruction, and Assessment
the learning stations can center around computer
work so that eventually each student will be able
to use the computer.
• Learning centers make efficient use of time
(O’Sullivan, 1984).
• Students work cooperatively toward a common
goal, building a working community of learners.
In learning centers in grades K-3 students use
manipulatives, clay and cookie cutters, blocks, art
supplies, writing materials, reading matter, and listening
devices (Timmons and Rogers, 1996). For example, in
kindergarten, children can participate in stations that
feature community businesses and services such as a
bakery, hospital, post office, grocery store, fire station,
police station and dentist’s office (see TEKS K.7.A;
K.15.A, B; K.16.A, B).
Learning centers in grades 4-8 feature manipulatives such
as artifacts as well as technology for using interactive
CD-ROMs and for constructing tables and graphs. Tools
and supplies for cooking, making maps and crafts, and
for building small structures are often included. Research
materials are also available. For example, in Grade 6,
students can investigate a particular country’s culture
through learning centers. At one station, students listen to
music of a country, sing, and dance. Other stations
include watching a video, making a craft of the country,
analyzing photographs of people and architecture,
constructing a map, reading poetry and writing poetry in
a similar style, wearing traditional clothing, cooking,
exploring an interactive CD-ROM, and finding information
about the country’s religious holidays on the Internet
(see TEKS 6.18.A, B, D; 6.19.B; 6.21.A, E, C, D).
In grades 9-12 students continue to make maps, manipulate
artifacts, use supplies for art and construction, and
use technology to create graphs, charts, and tables as
well as for research and presentation. Some stations will
include primary and secondary documents as well as
atlases and other investigative tools. For example, in U.S.
Government students can participate in a learning center
format that emphasizes points of view on governmental
issues though American history. At various stations,
students do the following:
• create a Venn diagram to compare and contrast
the views of the Federalists and Anti-federalists;
• create a data retrieval chart to trace the development
of political parties from 1787 to the present
identifying founders of the parties, governmental
points of view, significant platforms, and
contributions;