#sschat is a network of educators, resources, and ideas that started on Twitter, but has expanded to Facebook, an annual NCSS unconference, and more. Join us to chat asynchronously on Twitter or Facebook, or chat with us live on Mondays from 7-8pm EST.
Welcome to #sschat! Tonight, I am co hosting with @VanCerny & @lauraanntavares from @facinghistory to explore the idea of Inquiry as Engagement: Connecting Across Differences.
Please introduce yourself, your role and what you hope to learn tonight.
Intro: Hi #sschat - I am Mary Ellen Daneels and I am a social science teacher from @CHSD94 . I am on a leave of absence right now to do #CivicsIsBack PD in Illinois to support new inquiry standards and civics requirement. You can read more https://t.co/NWj0bBdDjK
Welcome to #sschat! Tonight, I am co hosting with @VanCerny & @lauraanntavares from @facinghistory to explore the idea of Inquiry as Engagement: Connecting Across Differences.
Please introduce yourself, your role and what you hope to learn tonight.
I'm Chris from Bloomington, IN. I teach world history for a private online HS affiliated w/ Indiana Univ. I'm also on the leadership team of #sschat. Always looking for new ideas to incorporate inquiry into my courses.
As the Chicago office of @facinghistory, we're thrilled to be a part of this #sschat, and supporting Chicago-area teachers as they engage students in meaningful ways in thinking about connecting across difference!
We have a lot to talk about tonight, so let's get started!
Q1: What does a great current and controversial issue discussion that engages students across differences look like, feel like and sound like? #sschat
My name is Ben Rall, I’m a pre-service high school social studies teacher seeking a MEd from The Ohio State University! I hope learn to how to effectively use inquiry in the classroom. #sschat#ssvpln
Intro: hi all! I'm a program director @facinghistory and so looking forward to hearing from educators about student #inquiry - great night to be talking #civics and how to engage across #difference#sschat
Hello! My name is Max Seipel and I am a pre-service teacher from Ohio State University. I’m excited to learn new skills and ideas to promote inquiry in my classroom! #sschat#osussmce
In reply to
@daneels_m, @VanCerny, @lauraanntavares, @facinghistory
Mike DiNovo, Social Studies Chair at York High School. I hope to hear different perspectives on inquiry in the classroom and difference, especially ideological difference. #sschat@JonathanImmel@ErinDeLuga
In reply to
@daneels_m, @VanCerny, @lauraanntavares, @facinghistory, @JonathanImmel, @ErinDeLuga
Hey everyone! I’m Kayla and I teach #Apush and #civics to amazing high school students @KnightdaleHS. I’m excited to just learn from everyone and soak up all the knowledge. I’m pushing through a headache so hopefully I can last the hour 😕#sschat
Hello everyone, I'm Mark Wojdyla from Pennsylvania. I am an 8th grade social studies teacher and am looking to learn more about inquiry based learning opportunities #sschat
Hello educators! My name is Brooke Eade and I am currently part of a year long student teaching program (PDS) I am from the Bloomington-Normal area. I am hoping to learn new information surrounding inquiry based in SS. #sschat
Hi #sschat I am Joey Murphy. I am a student teacher at Ohio State and currently student teaching in a Psychology class and a sociology class. I hope to learn how to get students ready to engage in complex topics #ssvpln
A1 Here’s a recent post I did on a gun control Congressional hearing simulation. Role play gets Ss invested in controversial issues. https://t.co/LsCpr6T3fW#sschat
Good evening, I’m Emilio. I’m a preservice teacher from OSU. Excited to learn about new ways to incorporate inquiry into the classroom. #sschat#osussmce
Are you ready for "Novinquiry?" It starts TONIGHT at 7pm with @daneels_m & @VanCerny hosting our #sschat discussion of Inquiry as Engagement: Connecting Across Differences.
Hello! My name is Hannah and I am a student teacher at OSU! I’m currently student teaching in a 5th grade ELA and social studies classroom. This is my first twitter chat! #sschat#osussmce
Mary from CO back in #sschat tonight after a long trip to Italy & Greece. Thrilled to be talking about inquiry all month and to add what I can about primary sources and inquiry.
A great current and controversial issue discussion incorporates multiple perspectives, is respectful and encourages all students to participate because their opinions and voices matter! #sschat#ssvpln
It looks like student-centered. They’re talking to each other, sharing their own views and reasoning, but listening to others, and considering their reasoning. They make eye contact; there is excitement in their voices. #sschat@laldtd@ErinDeLuga@kay_schrades
In reply to
@daneels_m, @laldtd, @ErinDeLuga, @kay_schrades
Hey everyone! I'm excited to be here with you in this important #sschat. I'm a former teacher, now working for Chicago Public Schools Department of Social Science and Civic Engagement.
A1: One way to hold a discussion of this nature would be to ground it using sources from both sides of the issue. This can allow students to understand the reasoning behind individuals who hold a perspective on a topic other than their own. #sschat#ssvpln
A1:
Looks like: Students participating in collaborative discussion and respecting viewpoints.
Sounds like: Eveyone sharing their views and opinions respectively. #sschat
A2 Space matters - with chairs or desks in a circle students can see each other, make eye contact, and engage with each other. It humanizes the conversation. #sschat#sschat
A1: Convos are filled with passion and thus can be loud. They ought to consist of student commentary. They have highs and lows as students might take a break to find answers to questions that arise. Finally, I love the unpredictability of where they might end up going. #sschat
A1: It looks like all of the students being engaged, feels passionat, and sounds like a respectful argument. This is something that we have discussed at length in my SS methods course. #sschat
A1: I try to teach my students to seek to understand the point of view of people they disagree with and then respectfully push back. I use protocols in my classroom to help with this and we discuss what respect is. We don’t have to agree but we need to respect everyone #sschat
A1 Right now @ecasey77 & I are trying to show Ss that globalization isn’t necessarily all good or bad.
It’s fascinating to see discover that it has a different impact on different people - even people in the same country. #sschat
We have a lot to talk about tonight, so let's get started!
Q1: What does a great current and controversial issue discussion that engages students across differences look like, feel like and sound like? #sschat
A2 Here is a recent IllinoisCivics post by none other than @daneels_m -- it has a bunch of useful resources and makes connections with the C3 standards. Fantastic https://t.co/WqArkOlhKk#sschat
A1 Make the current or controversial issue student-centered, inquiry-based that allows students to explore multiple perspectives & requires them to defend positions, listen to differing perspectives, & be reflective #sschat
A2 As much as it's important to have our voices heard, it's also important to listen, and to recognize that silence can be a good thing at times. #sschat
A1) I also really like the format of a Structured Academic Controversy from @SHEG_Stanford because it makes students think about consensus building rather than winning a debate. #sschat
A1) a great discussion should involve multiple perspectives. It should sound like a civil argument where both sides listen then respond appropriately using facts and data #ssvpln#sschat
A2: Primary sources are a go to for me! This is again something that has been talked about A LOT in my SS methods course. Primary sources are a great conversation starter. #sschat
A1: This takes place in a safe space where students feel like they can be heard and not judged, along with true interest and excitement for the topic being discussed. #sschat#osussmce
A1. Looks messy with papers, pens, pencils, high-lighters, teamwork, high-fives between partners. Sounds loud, passionate, many different POV and questions. Feels like students have a say in interpreting the past and present as they see it. #sschat
Q2 @RightQuestion is a flexible and powerful tool to use throughout the inquiry arc of learning - I especially love to use during reflection and planning for action. #sschat
A2 This is so important! The days of the textbook being the only source are long in the past.
Look for articles, YouTube videos, and anything else from other perspectives.
#sschat
Well, there’s plenty. For content and pedagogy - facing history and the CRFC offer great resources in both. Reading like a historian, the DBQ project, and the Choices program can also provide a lot issue based curriculum, or sources that lend themselves to that.#sschat@daneels_m
A2 Establishing classrooms norms or a contract for respectful and civil discourse is my go-to first step - watch classroom contracting in action in a Memphis classroom: https://t.co/eD4lUVJUc4@facinghistory#sschat
A2) I'd love to see what resources others use, but I think historical skill preparation is more important - how to analyze sources, evaluate perspectives, etc. - then let students find their own resources to build their argument. #sschat
A2: Providing students with a multitude of primary and secondary sources that helps provide students with background knowledge before the discussion! #sschat#ssvpln
A1: It would be a discussion led by the students were they can express their own viewpoints. Students would have to follow the classroom norms so that everyone respects each other’s viewpoints. #sschat#osussmce
A2: @SHEG_Stanford has good resources for structured academic controversies, the @ChoicesProgram also has great resources about teaching with the news #sschat
A2 This is so important! The days of the textbook being the only source are long in the past.
Look for articles, YouTube videos, and anything else from other perspectives.
#sschat
A1. During these types of discussions, I think it is important that every idea be heard. Differences in opinions will certainly arise, but the way we react to different ideas is what matters! Students should feel safe to discuss their points of view. #sschat#osussmce
We did our first S.A.C. last week. Students did great and were happy to extend their group discussions into our whole group consensus-building. Even had some of my more shy students speak up in defense of their POV. #sschat
A2: It can depend on the topic, but when having a discussion on a current issue, traditional news sources can be effective, provided that a balance of biases are presented. Using these sources also gives students the opportunity to work on their media literacy. #sschat#ssvpln
A1. Looks messy with papers, pens, pencils, high-lighters, teamwork, high-fives between partners. Sounds loud, passionate, many different POV and questions. Feels like students have a say in interpreting the past and present as they see it. #sschat
Alicia here, I teach 4th grade in Missouri. I love inquiry lessons! What resources do you use with these lessons or does your district provide a curriculum if so what is it? #sschat
A 2) In my little experience as a student teacher I have tried to stick with primary sources that show opposing arguments. This helps students use evidence to support their stance. In psych this involves case studies #ssvpln#sschat
My class spends a good amount of time working on a social contract in which we determine our class norms and what it means to respectfully disagree and be respectful. A lot of times my students will say I hear you saying x and this is why I disagree #sschat
A2 Try Big Paper Silent Conversation, a strategy that fosters various aspects critical to #civildiscourse: self-reflection; consideration of differing views; and equity of shared voice: https://t.co/VdKoH4uOeG#sschat
Great answer! I think it's really important for students to see other points of view and accept them, even if they don't personally agree with them. #sschat
A2. Use @SHEG_Stanford, @instituteofplay "Socratic Smackdown," doc sets through the LOC, and personal historic objects I've accumulated over the years. #sschat
A1: Students sharing a variety of evidence--especially anecdotal aka their own experiences
Students backing each other up with encouragement and challenging each other with hypotheticals and new situations
Students snapping when they agree (thanks @jazmen_moore#sschat
In reply to
@DukeSSdept, @daneels_m, @laldtd, @ErinDeLuga, @kay_schrades, @jazmen_moore
they should stand for a conviction. I think that has to be practiced in the classroom, because the state of our current political discourse is really strained. #sschat#sschat
A2: Using primary sources as a mode to activate prior knowledge and spark interest in the topic! If they are able to ask questions and make observations freely and willingly, it will help our students feel more confident! #sschat
It's the start of their historical investigation for IB - so no specific topic, but they have to do their own historical, argumentative, research & essay writing plus source evaluations. So, not specifically aligned to C3 but more to IB. #sschat
A3: We gain so much from difference in the classroom! Difference brings about acceptance of diffent cultures, values, religions, etc. Without difference, we would have a full classroom of everyone thinking alike. That would be the ultimate detractor from inquiry learning! #sschat
This is one reason I like using Circle of Viewpoints with (primary source) pictures. Identify perspectives, then move on to questions from those perspectives. #sschathttps://t.co/1d9iqxGohy
A3 If differences are honored, it can provide learning opportunities, multiple perspectives, insights, empathy for others, the list could go on and on... #sschat
A3: With difference in the classroom we gain a lot of different perspectives and experiences and without these perspectives for some issues our students would not get the whole picture #sschat#ssvpln
A3 we gain a chance to stretch our own ideas when we hear those of others - and understand the way that many opinions are rooted in personal experience #sschat
A3 This TED talk from Chimimanda Adichie raises important questions to explore with your students about the “Dangers of a Single Story,” when we reduce a person or a group to a simplistic narrative (includes transcript) https://t.co/W5k5dOipKf#sschat
A3 Differing ideas and views help students learn about different ideas and viewpoints. Without them, our students become sheltered and lose perspective. #sschat
A3: Difference in the classroom provides so many more perspectives that might otherwise never be considered. Without difference, we lose the ability to see the world/topic from another perspective. #sschat
I think it is important to set the tone early in the school year that harsh words and any form of bullying is not tolerated. It might be great to give examples of positive disagreement and scaffold into student led conversations and discussions. #sschat#osussmce
My class spends a good amount of time working on a social contract in which we determine our class norms and what it means to respectfully disagree and be respectful. A lot of times my students will say I hear you saying x and this is why I disagree #sschat
A3. We gain diverse perspectives and, when there's no clear right/wrong answer, the confidence of some reluctant students. It also helps make the work of history real to students. Without it, we lose important voices in history #sschat
Yes, I am on the west side of Cleveland at Avon Lake! I'm currently in a 7th grade class teaching Ancient Rome. Caesar was never my favorite but am hoping to learn of an inquiry-based approach during this #sschat
A3: Embracing multiple, conflicting perspectives in the classroom can give students a safe space to practice holding civil conversations on controversial issues. This is certainly a much needed skill in our current political climate! #sschat#ssvpln
A3: we gain new perspectives and a chance to grow. I know I feel like I’ve grown the most when I have had the privilege of discussing something with someone who challenges my POV. Without it we may never be challenged to grow or forced to see things in a different way. #sschat
A3: We gain a deeper appreciation for opposing points of view as well as the opportunity to either strengthen or reconsider ours. Without it, we lose the potential benefit of a healthy back and forth discussion. #sschat
A3) Diversity helps them develop empathy & understanding for each other & deepen their reasoning. Yet, similarities/lack of difference can silencing or dismissive to those that are not present (or not obviously present) #sschat
A3: I think that we gain various perspectives from difference in the classroom, which allows for great discussion, especially within historical contexts. #sschat
A3) We gain various funds of knowledge from our students when we have diversity. Student pull personal experiences and interests to classroom. without difference we loose many ideas #ssvpln#sschat
A3) How much meaningful learning happens when everyone sees and feels the same way about something and why they feel that way? It's also completely unrealistic. Ss need to learn how to discuss issues w/ people who do not see things the same way. #sschat
Yes! Making sure that texts are representative of different races and ethnicities is a big one! Students need to be able to see themselves within a text to begin to form those deep connections! #sschat
A3: What we gain from difference is accepting different viewpoints of others. Without difference it would be hard to get students to think beyond their own believes. #sschat#osussmce
A3: It gets Ss out of their comfort zone and prevents the development of an echo chamber. Controversial POV initially separates us, but when embraced it can be a force that brings us closer together. Ss need to understand fear isn't the way to approach unfamiliarity. #sschat
A3 when shared differences provide opportunity for growth and understanding. If they aren’t presented you’ll always get what you’ve always had. Which doesn’t prepare student for real life where differences are present. #sschat
Hi~ Mary B. Mackley (Author) here from NC. Have been in #sschat 1-2x before to learn about different approaches teachers use in teaching Social Studies. I'm a nurse but love History/Civics, wrote a Civics book, hoping to make a contribution somehow. Appreciate all Teachers do!
A3: I think we lose out on multiple perspectives, voices, and stories we havnt heard or didn’t consider, and can gain all of those through discussion #sschat
A3 #sschat if we're talking about current events, we gain different perspectives and political views. Without it, we're stuck in our echo chambers/filter bubbles. With it, we are better able to think critically about our views because we need to defend them. #sschat
A3 And how can we help our students appreciate when there aren't clear right/wrong answers, and that meaningful questions and discussions sometimes don't have closure? #sschat
My colleague and I just created a document packet for the question, "When, if ever, is expansion justified?" focusing on Westward expansion and gentrification...used SHEG, Facing History and everything and anything we could find on the internet and even used the textbook! #sschat
A2 This is so important! The days of the textbook being the only source are long in the past.
Look for articles, YouTube videos, and anything else from other perspectives.
#sschat
When contracting for safe, brave, inclusive spaces, it's helpful for the facilitator/educator to know what the 'non-negotiables' are. (ie We welcome ranges of opinions, but bigoted language of any kind will not be tolerated.) #sschat
great point... and I think we're often better able to hear those different perspectives from classmates or people we already have a relationship with. #sschat
A3
What do we gain? A more complete and accurate picture.
What do we lose? The ability to escape an echo chamber. An echo chamber. An echo chamber.
#sschat
It may be hard for students to truly answer this question if they're in a class which has no differences, i.e. same ethnic background, socioeconomic status, etc. #sschat
A3: Difference in the classroom gives many different perspectives and ideas that can help form a more holistic point of view. Without difference in the classroom, our ideas could be skewed and bias without even recognizing it. #sschat#osussmce
One of the norms I'm starting to introduce (specifically for diversity & inclusion work, but it works for everything) is to "Expect unfinished business." I think it helps Ss recognize that we're dealing with tough issues that can't solved in a class period. #sschat
A2. I think this article from The NY Times provides some helpful ideas for teachers who are discussing difficult or controversial issues within their classroom. #sschat#osussmce
Link: https://t.co/tb9XDAzGNi
A3: Embracing multiple, conflicting perspectives in the classroom can give students a safe space to practice holding civil conversations on controversial issues. This is certainly a much needed skill in our current political climate! #sschat#ssvpln
I know that we live in tense times, but I think avoiding these discussions across difference, these brave conversations, will only ensure that things don’t get better in the future. I think there’s a lot of resources in how to develop these lessons, #sschat@ExceptionalDuke
A3: By having difference within the classroom, we gain an enriched learning environment that promotes understanding. Not having that leads to missed opportunities to see different perspectives. #sschat
A4 Be brave and take a risk. Students will respect that you are trying to engage in real conversation. Life is messy and political and our students need to learn to navigate that landscape with our help. #sschat
Empathy is learned! As educators, it is important that we teach our students to care deeply about others and seek to understand, rather than be heard! #sschat
I would tell them to listen to @VisionsOfEd with @42ThinkDeep & @dankrutka where they tackled this topic. Be honest - especially when there is a clear moral difference. You can’t say there were good people “on both sides” when talking Nazis.
#sschat
Agreed @hunscheryoung I usually establish some priorities for the year: race, nativism, religious diversity, etc. that we fold into every unit. #sschat
In reply to
@hunscheryoung, @FacingCHI, @hunscheryoung
Awesome! My mom was born in Euclid if that rings a bell at all. Inquiry would be great with Caesar and Ancient Rome. Here's a newsela site that might help! #sschathttps://t.co/4enFmeLIFC
We are teaching the study of humans. Nothing about humankind fits into one box. If we avoid controversial topics we aren’t preparing student for when they arise outside of school. #sschat
A4: This was just brought up a few weeks ago in my SS methods course. I would say that we need to be willing to jump in take risks to discuss these controversies. This helps students become more informed as well! #sschat
A4 I’d say, take a bit of risk, encourage Ss to do the same BUT offer a safe respectful environment that facilitates discussion and remain (you) neutral and stick to the facts. If SS feel safe, you’ll have great discussions. #sschat
A4) I agree that life is controversial & I also try to teach my students to question everything, including me, so it helps to somewhat be upfront about my own biases so that they can call me out if I am giving them stuff that is too biased towards my own opinion. #sschat
A4 - Do you want your student to engage with issues as citizens? Don't you think they should be taught how to do so in a safe place like school? #sschat
A4: We should allow our students to share their insights on controversial issues and we can share our insights on the issue. If we build a community in the classroom it won’t come off as being too political. #sschat#ssvpln
A4: I would tell them I am teaching students a life long skill of how to have productive conversations. Everyday we encounter people of differing views, religions, cultures and students need to learn how to appropriately deal with differing views in a productive way #sschat
My colleague and I just created a document packet for the question, "When, if ever, is expansion justified?" focusing on Westward expansion and gentrification...used SHEG, Facing History and everything and anything we could find on the internet and even used the textbook! #sschat
A2 This is so important! The days of the textbook being the only source are long in the past.
Look for articles, YouTube videos, and anything else from other perspectives.
#sschat
A4: Choose a topic worth examining, select resources that reflect multiple perspectives, set clear class expectations, inform yourself about the method as an instructional technique #sschat
As @nytdavidbrooks recently wrote, “Politics is no longer mainly about disagreeing on issues. It’s about being in entirely separate conversations.
The Venn diagram is dead. There’s no overlapping area” https://t.co/D4GHGsjyBQ#sschat
In reply to
@c_johnson007, @cheffernan75, @nytdavidbrooks
A4: While I do understand the fear of being seen as “too political” I believe it’s the duty of social studies teachers to address politics in our classrooms, and there are ways of doing so that do not ostracize those who hold different political views. #sschat#ssvpln
You’re 100% right! If I watch @FoxNews, Dems are evil & Trump is great. @CNN tells me the opposite.
But if that’s all I ever see, I’ll just parrot it without knowing the other side. #sschat
A4: at a time when so many topics are politicized, avoiding controversy in class means missing out on crucial topics and shortchanging #civics - as teachers we can share resources and solidarity in this hard work #sschat
Questions for students. What is your echo chamber? How does this affect your learning? Do your classmates all live in the same echo chamber? Why or why not? #sschat
Take the risk! How else are the students going to be able to learn/talk about those topics if no one ever talks about them with them? We do not want our students to be uninformed. It is also better for them to talk about the controversies in a controlled environment. #sschat
I’d say that students are aware of the controversies whether you want to talk about them or not. They’re craving to have someone hear their voice and sort through the issue #sschat
A4 Sometimes looking to history can help unpack current issues. i.e. What can we learn about responses to immigration from the 1924 Debate in Congree #sschathttps://t.co/unkVr3tFsN
Skills and topics can be scaffolded. You probably don't want to make your first lesson something super controversial when Ss are still getting used to working with each other and building community. #sschat
A4) And I also think that being silent about things when they are obviously affecting Ss and their lives IS actually a political decision as well. #sschat
A4. I would ask them why they're teaching history! What's the purpose of history if not to make sense of controversial issues? Also, it's not our job to politicize them, but to separate them from the talking heads and the social media echo chamber. #sschat
A4: I would tell them that students become aware of controversial issues. It’s a great learning experience for them be able to discuss such issues. Just be prepared to bring arguments from both sides incase the discussion is one sided. #sschat#osussmce
A4) By avoiding discussions they are silencing voices and suppressing those political views. Their inaction is in fact a political statement. The fact that people are scared to have these convos make the issue more complex in the future #ssvpln#sschat
I’d say that students are aware of the controversies whether you want to talk about them or not. They’re craving to have someone hear their voice and sort through the issue #sschat
A4 Not possible to avoid controversy. Controversy overlaps with the political & teaching is a political & controversial act by the very nature of what topic we choose or avoid & how we teach chosen topics. A teacher avoiding IS a controversy & disservice to Ss learning #sschat
A4: That there’s a difference between inserting your partisan opinion and laying out the facts for vigorous debate. Creating some healthy controversy in service of the latter is A-okay. #sschat
A4) There are controversial topics that don't have to do with politics. Again, students need to learn how to engage with each other civilly and to engage with their communities civically. #sschat
A4 I would say that your students need to explore controversial issues in a structured, refereed and safe environment in order for them to build the habits and mindsets to be able to do it without you later. #sschat
There’s a great variety of pedagogy that supports student discussions, and many have different purposes. I do find that debate is a worthy discussion method; students learn to vet their sources and use evidence to support their positions.#sschat
A5 I shared this post last week https://t.co/pVKNjs28sM It profiles the “4-Sentence Paper” strategy by Dennis Earl at Coastal Carolina University-- which helps Ss see the value in OTHER PEOPLE’S reasoning. #sschat
A5: Definitely relying on the Structure Academic Controversy element of seeking to find consensus. Have students drop "sides" and re-approach issue for that purpose instead. #sschat
During my education growing up, we never talk about controversies. This, in turn, has made me more scared to have those conversations. But, because of my professors I have gained the confidence! #sschat
We just did a professional learning on a Spontaneous Argumentation practice in my department. But, there’s other protocols that focus more on developing meaning; structured academic controversy and socratic seminars come to mind with that.#sschat@JonathanImmel@ExceptionalDuke
A5 Inquiry learning can do this by getting Ss to investigate evidence, reflect on it. Also teach Ss where to spot fallacies & back up their own claims w/ the evidence #sschat
A5: This is something that I had to learn myself. I am a bit competitive. haha. But, students need to be taught that it isn't about winning and that everyone should have a voice and opportunity to argue their stance. Backing up with evidence is a key factor! #sschat
A5 Allowing students to journal before engaging with a thought-provoking question allows students to be more reflective on challenging issues: https://t.co/aN7x5RMsco#sschat
A5: First step is to invest considerable time and effort tointentionally teach mediation skills—active listening, deep probing for needs and interest, reality testing etc. #sschat
A5. Background on multiple sides of an event/issue. They need to understand the different POVs. Scaffold through "Socratic Smackdowns," S.A.C., etc. #sschat
A5: I feel that building community and providing multiple perspectives into different discussions will allow students to understand the issues better than if they were just arguing to win a debate #sschat#ssvpln
A5: Also, framing an issue with a compelling question (see @C3Teachers) in a way that the question seeks an answer that is issue-driven helps point students toward consensus answers #sschat
A5: This is similar to one of my previous answers, but encourage students to support arguments with reliable sources, not just opinions or feelings. Acknowledging the other perspective in the debate as being valid can be important too. #sschat#ssvpln
A5: I find that Socratic seminars help with this. Providing students with guiding questions that lead to conversations rather than arguing to win. #sschat
A5 Researching beforehand so all come to the conversation informed. Let them see both sides of the issue and weigh the good and bad and choose a side. If they have independent research . #sschat
A5: This is definitely something that needs to be scaffolded and talked about in the classroom immensely. It will take time, but it will be worth it. However, I would love strategies to help! #sschat#ntchat
A:5 I think a strong skill to learn and that would help with arguments would be teaching students to use evidence and pull information to help support their claim. A template of why you believe something, and the evidence that helps support that would be great. #sschat#osussmce
A4 Diana Hess @UWmadison would say that there is no democracy without controversy. Young people cannot be informed engaged citizens without building capacity to consider, discuss, deliberate, and advocate #sschat
Beforehand they can whetted weigh opinions of others as they are presented. Nothing better than hearing “I started this way, but now I’m thinking...”#sschat
A5) Insist that students support their positions with evidence. Model doing that yourself. Help Ss get used to asking each other & themselves why they believe x, how do they know, on what evidence are they basing their argument, etc. #sschat
A5: Making sure that students have an understanding and knowledge of the topic. Then within the discussion making sure that they cite evidence in their statement. #sschat#osussmce
A5)I took a bioethics course w/a book having @ 10 chapters each on controversial topic. We had to choose one topic we were emotionally FOR, and research facts to present the opposite argument to class. It was fascinating! Never forgot it. #sschat
A5 Allowing students to journal before engaging with a thought-provoking question allows students to be more reflective on challenging issues: https://t.co/aN7x5RMsco#sschat
A4. As social studies teachers, it is our responsibility to help students become engaged citizens. One way to promote this is by teaching students how to listen to others & express their views in a respectful way through discussions on current issues. #sschat#osussmce
A6 Model Socratic thinking-- look for sameness, not difference… Ask “What is COMMON about both of your opinions on immigration? Where is there shared agreement?” #sschat
A5 Researching beforehand so all come to the conversation informed. Let them see both sides of the issue and weigh the good and bad and choose a side. If they have independent research . #sschat
A4 If you prepare your class for controversial discussions, you needn't be fearful. The T shouldnt take a side, unless something definitely wrong is said. #sschat
I’ve been thinking about that more lately, and don’t have an answer. While I just mentioned some pretty big discussion strategies in the last question- those that typically are culminating activities for units of study-#sschat
A6: Q6 is such an important question! Our sitrict student survey data says that young people are already engaging with others that have different pov...just not in the classroom #sschat
A5) This needs scaffolding. start with noncontroversial topics and teach students to listen first. One way: have a student argue that the chicken came before the egg. Have the partner listen and explain the argument back to the first student #ssvpln#sschat
A6. Use primary sources to introduce a different POV on polarizing issues. It seems, for me at least, to take some of the intensity out of the situation in the room. #sschat
I think that just opening the door for more unplanned student discourse is a way to get students more comfortable with sharing their ideas with each other. Just think-pair-share when engaged in direct instruction, or viewing material. #sschat
A6 “What Do We Do With a Difference?” This James Berry poem can generate reflective thinking about students’ own experiences with difference:
https://t.co/1qonxkun9n#sschat
A5 Do 'commercial breaks' in the middle of discussions. Give Ss two minutes to huddle up and formulate thoughts. Gets quiet Ss involved; promotes goodwill #sschat
A6 A #FourCorners debate requires students to show their position on a specific statement, eliciting participation of all students & varying perspectives: https://t.co/Sk3m9uRsbE#sschat
I would ask that teacher if they truly care about their student's perspective... do they really want the student's to learn from one another instead of what they want them student's to learn from them? #sschat "knowledge isn't unilateral"
A6: having students research and present a counter argument to what they believe. Sometimes students lack exposure to different views by having to look at the counter argument it helps them develop a more complex understanding of the topic #sschat
A5) PS~ With information presented, had to also present sources where we found the information. This could be tricky today with so much information available online, though also an opportunity to be able to teach proper sources. #sschat
A6: For these conversations to take place it’s critical for the teacher to work to ensure all perspectives and experiences are welcomed and validated in the classroom. #sschat#ssvpln
A6 It depends on what difference we are exploring. In nearly every classroom we have an approx 50/50 split in genders. We could have Ss start there when exploring perspectives on issues/topics to provide each other greater understandings #sschat
A6: Embracing differences in the classroom should be rooted at the beginning of the school year. Allowing students to share their backgrounds or their beliefs in the classroom will help other students with opposite beliefs understand them better #sschat#ssvpln
A5. Perhaps asking students to reflect on what they learned from these discussions would be a good first step to solving this issue. For example, ask students to write down one thing they learned from a student with a viewpoint opposite of their own. #sschat#osussmce
A6: I’ve had great success with shadowing between schools (rural/suburban/urban) followed by debriefing discussions. Also @Gen_Global_ virtual exchanges are incredible opportunities 4 global AND domestic exchange #sschat
A7 I like using resources from @Gen_Global_and also their protocol that allows students to blog or video conference with classrooms across the country and across the world. My kids have talked to Ss from Italy, Mexico and Ukraine. #sschat
A6 “What Do We Do With a Difference?” This James Berry poem can generate reflective thinking about students’ own experiences with difference:
https://t.co/1qonxkun9n#sschat
I have modified this activity into "3 Corners", with the middle corner as the "neutral" station. Students stand in a spectrum of opinions, and then I count off strategically so Ss at the extremes get paired with Ss in the middle. #sschat
A6 I like using resources from @Gen_Global_and also their protocol that allows students to blog or video conference with classrooms across the country and across the world. My kids have talked to Ss from Italy, Mexico and Ukraine. #sschat
A6 Harness the power of the internet! My rural IL students had a great online discussion with @ChrisJaegle class of suburban IL. Their voices and ideas brought diversity into our class that we wouldn't have had otherwise. #sschat
Such a good question! #sschat - I feel like utilizing technology is something in here, but I'm also not sure how to do it when my own PLN and other connections are similarly segregated (or so I assume) about many things. Our world is so segregated it's hard...
A6: I wonder if any teachers in rural areas might be interested in connecting with @ChiPubSchools students on a particular topic using digital tools? #sschat
Even in my own answer, how to do it when some schools I might connect with don't have the resources/technology I'm thinking of using to connect because they're underfunded, for example? #sschat
I just saw this 8 min. animated film today & think it might work for introducing topic of differences. It's called Alike. #sschathttps://t.co/D4e1OpSdRX
Q6 and once we get those different students together, what activities can hep them connect, be human together and discover similarities before exploring areas of difference? what common experiences can we offer? #sschat
A7: We honor students identities and experiences by establishing that each student has their unique funds of knowledge that should be implemented into our classroom especially in discussions #sschat#ssvpln
A7 We ask Questions and model listening without judgement. Teachers participate WITH Ss in the inquiry process. The distinction between S and T dissolves. T must lead here. #sschat
A6) As teachers we create a conducive safe learning environment for students to feel they can express their thoughts. This community will allow students to feel more secure as the year continues #ssvpln#sschat
A7: I believe inquiry and discussions allow students to have a voice and know their voice matters. I wish I had more teachers that focused on that instead of memorizing facts. #sschat
A7 Identity Charts are a great way to build self-awareness and perspective taking, helping both Ts & Ss understand complexities of ourselves and others: https://t.co/faH9RDPiY4#sschat
A7: This is also a difficult question for me to answer. I would think giving students the opportunity to go about the inquiry process without any defined step-by-step directions. This gives them opportunities to be invested in the process. #sschat
A7: I believe that establishing a culture of mutual respect from the very first day of school is critical to ensuring that all students’ identities are honored. #sschat#ssvpln
A7: it’s important to let students know how much you appreciate them sharing their experiences and ideas and show them how their contribution helps the whole class learn more effectively. Their voice matters. #sschat#osussmce
A7 Inquiry, if done correctly, by its nature should do that by providing students the opportunity to explore various perspectives (including voices they may relate to) & giving them opportunities to find a space in which to take action #sschat
A7 ‘My Part of the Story’ supports Ss in exploring their own identity & relationship to broader society. It empowers Ss to develop their own voices in the classroom & the world at large, examining factors like names, labels, choices & legacies: https://t.co/4H5AyF6EeF#sschat
A 7) The best way to honor students is by giving them respect in the classroom. This includes genuinely listening to their voice and experiences and asking them questions to help them self reflect on their experiences #ssvpln#sschat
I spend a lot of time on https://t.co/1CaZbWhTzc! Tonight I simply searched on pugilist because I thought it might bring up something fun about disagreeing. It did. Any time you need a unique primary source image, I'm happy to help out! #sschat
A7) We started the 9th grade course this year with an exploration of identities, communities, and historiography to help recognize our biases and those of other sources - interdisciplinary with our ELA dept, too, and it really helped set the stage. #sschat
One of my classes is too small for that this year but in the past, I have run my socratic seminars with the inner and outer circles. Students on the outer circle can get really invested when they are responsible for their partner on the inner circle #sschat
A7 It all comes down to respect and empathy. As human being we must respect everyones experiences and know these lead to our identities. If we engage, inquire, and discuss, we all can grow as individuals and as communities. #sschat.
Q8- Reflection As a result of this twitter chat, how are you feeling about Inquiry as Engagement: Connecting Across Differences? What number on the feedback tree best represents where you are, and why? #sschat
A7 Leave 5 MINUTES at the end of discussion for Ss to state something they heard from another student that had a positive impact on them. This is so powerful. #sschat
A7: We honor students identities by allowing them to speak out through discussion music, art, etc. We also let the student know that by sharing their experiences, the whole class benefits by having a viewpoint from a peer. #sschat#osussmce
Our discipline is about learning about the human condition, The more we can make students aware of that, the more support they should feel. I think that brave conversations and inquiry will help students see themselves in our disciplines. #sschat@daneels_m
A5: Create a "time-out" protocol for whole group discussion that let's students find a small group or partner to process, connect, and reflect before bringing it back to whole group. A good way to differentiate for varied needs too #sschat
My amazing colleagues @BethVonck & @twroble have created a hand signal that's like you're making a snowball in the air when you "were going to say the same thing" and it's spread like wildfire @WIHI_School & @WIMAWildcats; great way to show agreement and keep convo going. #sschat
In reply to
@c_johnson007, @dmfouts, @MsTurner1027, @BethVonck, @twroble, @WIHI_School, @WIMAWildcats
The more we converse with each other, as humanities teachers, and use this kind of pedagogy, the more we can honor student experiences. #sschat@daneels_m@ErinDeLuga
A8: I think I’m number 11. I think I have a solid grasp of it and I feel comfortable (read: safe) but there is room to grow and get out of my comfort zone. #sschat
A8 The great energy in this chat makes me feel ready to take on controversial topics tomorrow! I may put myself as a 10 or 11, I have room to grow but feel ready to dive in #sschat
This brings up a separate question about feedback, and what quality, growth-oriented feedback, both teacher and student (peer) feedback looks like. #sschat
A8: On the tree I would say I am number 11 or 12 because the process of providing inquiry is an ongoing process that takes time, effort and collaboration with students. Also I feel like Kumashiros point of always becoming can apply here so the process is never truly over #sschat
That sounds awesome! I’m always looking for ways to streamline agreement while still giving my students the feeling they are validated! Thanks for sharing! #sschat
In reply to
@hunscheryoung, @c_johnson007, @dmfouts, @BethVonck, @twroble, @WIHI_School, @WIMAWildcats
A8: I’d have to say 6, as I’ve just begun my journey as an educator, though feel confident in what I’ve learned so far and am looking forward to continuing to climb! #sschat#ssvpln
Feel I have a good understanding of inquiry & have great ideas for using it in a trad classroom. However, since I teach online in an asynchronous & self-paced environment, I sometimes have trouble figuring out ways to incorporate meaningful inquiry w/ some collaboration. #sschat
A8) I feel like person 3. Although he is low on the tree and has a long way up he is being supported by a peer. That is how I feel. Since I have little experience in the field I have a long way up, but from all the teacher I spoken with all are eager to help #ssvpln#sschat
I do the same as my exit tickets... students can either verbalize their thought(s) for the class or write them. When they're written we read them anonymously and allow students to chime in. #sschat
I had my govn't class investigate the race and make election predictions. It will be interesting to see how many of them predicted the outcome of tomorrow's election #sschat
Thank you to @daneels_m and @VanCerny for the awesome questions and everyone for sharing such amazing ideas and resources. Keep an eye out for the archives to be posted here soon or check https://t.co/ronvPOmIkk#sschat
A8. Tonight's discussion seemed strong on differences. I'm less sure about the inquiry angle. I wouldn't be surprised to learn that #sschat participants do not share the same definition of inquiry. (Double negative - sorry!)
A8. I’d say I relate to figure 3! I’m still new to teaching, and have a lot to learn, but this chat helped me grow a little more and gave me new ideas! #sschat#osussmce
Thank you for a great #sschat and special thank you to @VanCerny and @lauraanntavares for co-hosting tonight. It was also great to see so many of my #CivicsIsBack friends sharing their wisdom!
I am so glad I chose this Twitter chat to be my first! Thank you to everyone for all of your insighful responses! Hopefully I can connect with some of you as I continue my #studentteaching journey! #sschat
We did one of my favorite activities today! Analyzing evidence form the classroom crime scene to kick off learning about making arguments and how historians work like detectives @Butler_Bulldogs#ButlerPride#sschat#sstlap
Hard to say; maybe 10, 11, 12. I feel like we're making progress, and I think the more I converse with Social Studies educators both in person and through social media experiences, the more convinced I am that there's a lot of support and like-minded educators out there!#sschat
After this I love to do contracting as well to help students build shared norms based on the individuals in the room. It helps to build community that embraces differences and respects individual voices. #sschat
