Class/Subject: EDTL 2760: Introduction to Teaching Social Studies
MR Title(s): Preview Assignments
MR Source(s): Bower, B., Lobdell, J., and Owens, S. (2010). Preview assignment. Bring learning alive! Methods to transform middle and high school social studies. Palo Alto, CA: Teachers Curriculum Institute, pp. 22-26. Page #
p. 22
The Text Says
I Say
Notes (key concepts, direct quotes, etc.)
My notes, commentary
preview assignment, a short, engaging
task that foreshadows upcoming content Ex: predict what a lesson will be able; draw parallel between key social studies concepts and students lives
I appreciate the concept of bell-work as a tool to
focus students on engaging with a specific topic or as a tool to review past lessons, but this preview assignment, especially when completed in conjunction with an interactive journal, will combine the best practices of bell-work with the availability of a daily entry format. If completed in a certain way, the preview activities could be logged so that students can see what they have learned and when. It could also helps students review. The other key concept presented is the idea that these activities are used to focus student attention to the lesson/topic. In some of my classes, we used types of pre-activities to start recalling our previous knowledge about the subject. However, in another class, we used a
type of pre-activity that involved deep breathing
and yoga combined with written reflection before starting a new lesson/topic.
p. 24
Comparing Personal Experience with Key
Concepts: Students answer questions relevant to their life or relate a personal experience that foreshadows key themes of the upcoming lesson.
What a great way to incorporate writing into a
typical non-writing course! Because Language Arts is my secondary concentration, I am always looking for ways to include social studies into language arts and vice versa. I think connecting social studies to a students personal life experiences helps make the content more meaningful for the student. It also helps to answer the famous WHY question (why are we learning this?).
Responding to Visual Images : Students
respond to an image that will be used later in the lesson. They might quickly sketch the image, record impressions of it, or predict what they believe is happening.
I love using visual prompts in the classroom. Not
only are they a fun way to showcase multiple perspectives, but they also assist in differentiation and reaching multiple styles of learning. As they say, a picture is worth a thousand words. And, in the content of social studies, images have played an important role throughout history from propaganda to political cartoons. Students should have a lot of fun deciphering meaning and connecting their interpretations back to the lesson/topic.
Connections to previous MR:
This reading has taken us further into the topic of social studies instruction in classroom settings. I am excited to explore the various examples and ideas presented throughout the remaining weeks of class. In regards to Preview Assignments, I think this type of activity relates closely with Hook portions of lesson planning and our discussion of aligning social studies standards to essential questions, supporting questions, and student objectives. If all of these items can be in alignment and related to preview assignments, then students will be able to see a timeline of their social studies instruction and learning from the beginning of the year to the very end. Preview Assignments are also a great way to make social studies content meaningful, facilitate deep discussion, and produce higher order thinking throughout the rest of the lesson just like the standards of authentic instruction.