Exploring Developmentally Appropriate Practice (DAP) in K-3 - PowerPoint Presentation

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Exploring Developmentally Appropriate Practice (DAP) in K-3 Social Studies

February 25, 2017

Use the index cards on the table to make a quick sketch of you in your classroom with your students during a Social Studies lessonSlide2

Welcome and Introductions

Share around the room:Who are you?

Where/ What grade level do you teach?Two words that describe your illustration (NOT words about the artwork, but words around the content)Slide3

What is the purpose of Social Studies?

Helping “young children make informed and reasoned decisions for the public good as citizens of a culturally diverse democratic society in an interdependent world.” NCSS 2001Slide4

What is our purpose today?

To experience, inform, and discuss DAP and curricular choices for K-3 classroomsSlide5

Best Practices in Primary School

What do we Know

Balance children’s need for focused instruction with their need to build on what they already knowProvide beneficial concrete, hands on experiences Make necessary visible

connections

, especially across subjects

Allow for

integration

of curriculum which fosters connections and is fun for kids

Provide explanations, illustrative information, direct instruction on new words, concepts or events, and opportunities to practice new skillsSlide6

What is a teacher’s role in Developmentally Appropriate Practice (DAP)? (NAEYC)

Creating a Caring Community of Learners –

ENVIRONMENT/RELATIONSHIPS are keyTeaching to Enhance development and learning –

TEACHER TOOLBOX/STRATEGIES (how of lessons)

P

lanning a curriculum to achieve important Goals

CONTENT – Rigorous/ interesting/ standards based

4. Assessing children’s development and learning –

APPROPRIATELY Performance/Project based

Establishing reciprocal relationships with families –

THROUGHOUT, responsiveSlide7

What can it look like?Slide8

What did you see/hear/notice?

At your tables, please note those things that were more traditional vs less traditional?

Identify those things that you already incorporateIdentify struggles/barriers you might have with this type of modelShare a most important idea or comment with the groupSlide9

What makes this lesson DAP?

Using a collaborative inquiry process (around a Social Studies theme)Teachers guide students to construct a compelling important question

and in developing supportive questions which help arrive at the knowledge to answer the compelling questionCompelling Question: What makes a community work well?

Supporting Questions:

How do people support our community?

Who makes the laws in our town?

Why do we need laws?

Where does our school get money?

Why do we have parks?

How can I do this?Slide10

Implementation: With the Standards in Mind

Look at your curricular mapping (which standards when)Look at your students’ interests as related to the standards (How can you “hook them”?)

Look for holistic thematic ways to teach reading, writing, speaking, listening, math and social skills in the processLook for ways these standards will develop self regulatory and executive skill function (inhibitory control, focus, persistence etc)These have to be big picture ideas as they require big investments!Slide11

Informed Inquiry--4 steps

Develop Questions and Plan Inquiries

Applying disciplinary concepts and tools (in the areas of civics, economics geography and history)Evaluating sources and using evidenceCommunicating conclusions and taking informed action

For what benefits?

Meeting Standards across content areas

Keeping relevance

integrates curriculum

(

longer thematic units)

Increases retention of concepts

involves families in meaningful waysSlide12

Phase 1 – Questions and Planning

Using Social Studies Standards and student interests, help students identify a problem (or people or SS topics) in their community that are relevant to them ex: (How to make crosswalks safer)

Develop a Compelling topic question that must:Be important and significant for student learningBe meaning and relevant to studentsOffer abundant opportunities for students to meet the standards in multiple ways

Have the potential for a rich investigation with many sources and materials that students can accessSlide13

Phase 1 – Questions and Planning

KWL (Know-Want to Know-Learned)or SQUiNK (Schema –

QUestions – I Now K

now).

THE

QU

ESTIONS form the Supporting questions of study for the Big Idea (Compelling Question)!

Keep and revisit this list to remind students of what they are learning as well as to record new questionsSlide14

Phase 2: Investigate and Represent

Students learn more about the topic and investigate Possible answers

Possible solutions to problemsQuestions they have posedStudents learn about and apply disciplinary concepts and tools byReading information and Completing activities that help them understand and use concepts and tools from geography, history, economics and civics

Listening to guest speakers/ taking field trips/ exploring environmentsSlide15

Phase 3: Evaluating Sources and Using Evidences

With guidance and support from teachers, students evaluate sources of information

they have foundWith guidance and support from teachers, students use evidences to find answers to their questionsStudents generate a list of possible solutions to problems and/or answers to compelling and supporting questions (

Many times this leads to additional reading and

investigation

Students demonstrate what they know through a variety of performance options, meeting their standards in multiple areas as they explore and record investigationsSlide16

Phase 4: Concluding the Study (Communication and Action) pg1

Typically a culminating eventCommunication through (interest)

A reportPower Point or other multi-media opportunitiesWriting/performing a playMultiple project opportunities

Communication to (motivation):

School Admin

Families

Community Stakeholders

Other

classesSlide17

Phase 4: Concluding the Study (Communication and Action) cont.

Communication by (Persuasion):Share entire project with audience from compelling question to culminating event

Projects may be informational documents for taking actionCommunication About (Standards Mastery):Student evidences of learning will provide learning in not just Social Studies but in reading, writing, speaking, listening, the arts, and likely math

Use artifacts but capture digital images as wellSlide18

Real Class ExamplesSlide19

Real Class ExamplesSlide20

Examples to Share

First Grade Presidents DayThird Grade Civil

Rights MovementSlide21

In short

When teachers use academic thematic units based on Science and Social Studies standards, students can achieve higher language development gains, be more motivated, and be better able to to apply skills in new contexts.Additionally, student self-confidence and self-efficacy blossom.

Supporting Students, Meeting Standards ArticleProcess and Planning TimeSlide22

A Closing Thought