SPED 5311 social studies week 5 Assignment

.docx

School

Lamar University *

*We aren’t endorsed by this school

Course

5311

Subject

Arts Humanities

Date

Feb 20, 2024

Type

docx

Pages

Uploaded by MajorCrocodile3629

Shawtel Matthews SPED 5311_Z21 12/8/23-Week 5 Historical Perspectives Escape Room Shawtel Matthews Educational Leadership Department, Lamar University SPED 5311 Z21 Dr. Bosch December 8, 2023 Historical Perspectives Escape Room

Shawtel Matthews SPED 5311_Z21 12/8/23-Week 5 Targeted Skill: To enhance social studies skills for the identified exceptional (struggling) student by focusing on the multiple perspectives approach. Students will analyze the historical, cultural, and economic significance of selected landmarks in Canada. Targeted Grade Level: 8 th grade TEKS: 8.5B Analyze the causes and effects of significant events in Canadian history, 8.22A Differentiate between, locate, and use primary and secondary sources such as maps, documents, photographs, and online resources. ( TEKS Social Studies 8 , n.d.) Purpose: The goal of this interactive, hands-on learning tool is to enhance social studies skills for the identified student by focusing on the multiple perspectives approach. The activity aims to foster critical thinking, collaboration, and a deeper understanding of historical events through an engaging and immersive experience. The immersive nature of the activity helps make social studies more engaging and accessible. Materials: Clues and puzzles related to historical events, Historical artifacts or replicas, Whiteboard or flip chart, Markers, Timer, Group of students (including the identified struggling student), Facilitator guide Directions: Start with a brief overview of the historical period or event you'll be focusing on. The students are tasked with exploring the historical perspectives surrounding key landmarks in Ottawa, Canada. Each student team represents a different stakeholder group, such as indigenous communities, European settlers, and modern citizens. The challenge is to navigate through various puzzle stations to uncover clues and artifacts that represent the diverse perspectives on Ottawa's landmarks. Divide the students into small teams, ensuring a mix of abilities and strengths in each group. Assign roles within each team, such as a leader, timekeeper, note-taker, and collaborator. Set the scene for the escape room, framing it within the historical context

Shawtel Matthews SPED 5311_Z21 12/8/23-Week 5 chosen. Provide a brief narrative or historical background to give context to the puzzles and clues. Set up different puzzle stations within the room, each representing a key aspect or perspective of the historical event. Include clues that require critical thinking, analysis of historical documents, and collaboration to solve. Incorporate historical artifacts or replicas at each station to provide a hands-on experience. After the teams have completed the escape room or when the time limit is reached, gather the students for a group reflection. Use the whiteboard or flip chart to guide a discussion on the various perspectives explored during the activity. Discuss how understanding multiple perspectives contributes to a more comprehensive view of historical events. Facilitate a debrief session, encouraging students to share their insights and thoughts about the activity. Relate the experience back to the importance of considering multiple perspectives in the study of history. Discuss how these skills can be applied to real-life situations and other social studies topics. Assessment of Student Learning: The student will be able to match 10 out of 13 picture cards and multiple choice question cards correctly to show mastery. REFLECTION The struggling student is a 14-year-old eighth grader with a Specific Learning Disability (SLD). The SLD affects him in the areas of Reading and Writing Comprehension. The student has consistently struggled with grasping multiple perspectives in social studies. Reading comprehension is a particular challenge. The student has difficulty analyzing historical events from different viewpoints, affecting overall comprehension. The student tends to disengage when faced with complex historical topics, leading to a lack of participation. The student exhibits a negative attitude towards social studies due to previous academic challenges. The student faces

Shawtel Matthews SPED 5311_Z21 12/8/23-Week 5 challenges with focus and attention due to external factors affecting home life. It is important to focus on instructional strategies for a successful social studies program. An effective way to bring order to social studies content is through Big Ideas. Big Ideas in social studies are concepts that relate to thematic strands such as democracy or community.” (Coyen, p 215) The escape room format was chosen to cater to the student's need for hands-on, interactive learning. An interactive map featuring Ottawa's landmarks and their historical significance. The task is to p lot events and viewpoints from indigenous communities, European settlers, and modern citizens on the map . The immersive nature helps address behavioral concerns by making the learning experience engaging and enjoyable. The collaboration aspect ensures the student actively participates in a group setting. The student demonstrated improved engagement and understanding of multiple perspectives. While not yet mastery, there was noticeable progress in critical thinking and collaboration. The student still requires reinforcement in reading comprehension and analytical skills. Further practice with historical documents and diverse sources is necessary. The difficult experiences during development were ensuring the balance between challenge and accessibility for all students was a challenge. Designing puzzles that align with the curriculum while maintaining authenticity proved demanding. The positive experiences were the creative process allowed for the incorporation of diverse learning styles. The use of artifacts and interactive elements received positive feedback during testing. The difficult experiences during implementation were some students initially struggled with understanding the instructions and the transition between puzzle stations. Adjustments were made on the spot to provide additional clarity. The positive experience was observing students collaborate, discuss historical perspectives, and actively participate in the escape room provided valuable insights into the effectiveness of the strategy.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help