Engaging Social Studies Educators: Professional Development on Inquiry

Autor/in	Krizan, Patricia
Titel	Engaging Social Studies Educators: Professional Development on Inquiry
Quelle	In: Social Education, 83 (2019) 3, S.160-163 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Social Studies; Faculty Development; Inquiry; Instructional Design; Active Learning; Prior Learning; State Standards; Context Effect; Prerequisites + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Lesson concept; Lessonplan; Unterrichtsentwurf; Aktives Lernen; Vorkenntnisse; Voraussetzung
Abstract	Social studies teachers often have a love-hate relationship with inquiry. The possibilities of a dynamic and engaging approach to learning labor against time constraints imposed by a content-heavy curriculum. In that scenario, how can professional development (PD) on inquiry inform educators and encourage skeptical teachers to implement this practice? How can those responsible for teacher learning opportunities plan meaningful, inquiry-based PD? In this article, Patricia Krizan shares her approach to professional development on inquiry design. She begins by honoring the "why" of both social studies and inquiry and recognizing participants' prior knowledge. Next, she collectively establishes a common understanding of inquiry based on standards and pedagogical experts. Convening in grade-level teams, she asks teachers to examine and deconstruct models of inquiry practice and to collaboratively plan and pilot an inquiry-based learning experience for their students. These professional learning opportunities occurred over time, providing opportunities for feedback, analysis of student work, and revisions based upon student outcomes. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01