Introduction
The development and presentation of social studies lessons address multiple objectives. Educators need to present a certain amount of material, making it interesting, link prior knowledge and valuable for learners, ensure that students grasp it, and make sure that students’ needs are met (Learning Policy Institute, 2021). Teachers should also remember that social studies provide a context to train diverse skills, including reading, writing, critical thinking, social, and other skills (Nell K. Duke, 2019). This paper includes a brief analysis and reflection of a social studies lesson presented to a group of four students.
Main body
The lesson was concerned with the differences and similarities between the United States, Canada, and Mexico. The teacher used slides featuring maps and pictures on the matter. Students discussed the similarities and differences using grads and did a quick quiz. The children were highly engaged, which was apparent through their active participation during all activities. The use of technology could be one of the reasons for this engagement as it helps the teacher to illustrate complex notions and provide clear examples of areas discussed. Since it was the presentation for a small group, the teacher used a tablet, which made the presentation rather interactive. The students could also participate actively as they explored the map. Such technologies can be used in different settings, and they enhance students’ motivation and facilitate learning (Samantha Davis, 2020). The use of grids is another effective tool that can be implemented to plan lessons, present material, run activities, and conduct assessments (Mr. and Mrs. Social Studies, 2019). In addition to helping students memorize facts, the use of grids contributes to the development of writing and critical thinking skills.
It is possible to note that the class was implemented effectively as the students were engaged and displayed high results during the assessment. The students developed their critical thinking and communication skills, which were especially visible during the discussion of the cultural aspects of the three regions. One of the students was Hispanic, so he added considerably to the discussion. As for the cultural component of the lesson, students acquired new knowledge and enlarged their understanding of the value of cultural differences and similarities. Notably, the role of an educator is central as they use a positive emotional attitude and form the perspective that is adopted by learners during the lesson and even later in their life (EdTechTeam, 2019; inquired, 2020). When planning the lesson under analysis, some sensitive topics that could emerge during the discussion were considered. However, none of these concepts were brought out during the lesson. Students also enjoyed the quiz that was associated with discussions rather than merely choosing the right answer.
However, some challenges and drawbacks related to the lesson should also be considered. One of the areas to improve was, ironically, the use of technology. It was highly effective, but at a certain point, students became rather distracted from the areas under discussion. The teacher had to draw students’ attention by pausing the activity and reminding them about the topic. Keeping students focused can be difficult, especially for new teachers. Proper planning and quick response to the changing behavior can help in maintaining discipline and children’s attention. As for the lesson in question, it could also be improved by the use of maps with a limited area covered. Only the three countries need to be included even when interactive maps are utilized, or these maps should be used by the educator exclusively.
Another feature that could be improved is related to the grid and students’ peculiarities. Although the activity was effective and all students found it engaging, one of the children could hardly fit in all the necessary facts due to his handwriting. The grid seemed appropriate for the age group and the topic, but there were still some difficulties. In the future, it is possible to consider using larger grids or fewer topics to be covered (making several grids rather than one). It is also necessary to plan work with struggling students who might find it difficult to complete the grids due to their limited writing skills.
Conclusion
In conclusion, it is possible to note that the social studies lesson was effective, and the established learning objectives were achieved. The students were properly engaged during all activities, including the assessment. The discussion and benefits of diversity were specifically valuable as one of the students was Hispanic, and children could listen to a story about first-hand experiences. Students could also see the way environments affect people and communities, which will help students in their future academic life. Although no hostility or negative emotions arise during this lesson, the educator should plan the lesson carefully and make sure they can respond to such occasions. Of course, it is also important to try to use technology effectively even if resources are scarce. Working with small groups provides multiple opportunities to teachers while these resources can hardly be used with the entire class, which should be considered when planning lessons.
ECE 630 Clinical Field Experience Log
Date Hours Videos
References
EdTechTeam. (2019). Teaching and learning: Social and emotional learning webinar series part 1 [Video]. YouTube. Web.
inquirED. (2020). Culturally responsive teaching in elementary social studies [Video]. YouTube. Web.
Learning Policy Institute. (2021). Webinar—accelerating learning: Using assessments to determine student needs [Video]. YouTube. Web.
Mr and Mrs Social Studies. (2019). Using the grid method + hyperdocs in your social studies classroom. We teach history ep. 5 [Video]. YouTube. Web.
Nell K. Duke. (2019). Speaking up for science and social studies [Video]. YouTube. Web.
Samantha Davis. (2020). Social studies unit 1, lesson 3: Natural characteristics of Michigan (landforms) day 1 (9/14/20) [Video]. YouTube. Web.