During the summer, I am sharing thematic posts bringing together responses on similar topics from the past 10 years. You can see all those collections from the first nine years here.
Here are the ones I’ve published so far:
Today’s theme is on Teaching Social Studies. You can see the list of posts following this excerpt from one of them:
Five educators share strategies for introducing primary sources to students, including English-language learners.
Four educators share ways they use primary sources with students, including a strategy called “Zoom” and I don’t mean the meeting platform.
Four teachers explain how they are handling this year’s—2020—presidential election in their classrooms.
Four teachers share suggestions for lessons following the 2020 election, including focusing on local issues and practicing media literacy.
Many readers share their responses to the question of politics in the classroom, ranging from the importance of separating it from “partisanship” to stating that “teaching is political.”
Four educators consider how to explore politics in the classroom, including by incorporating multiple perspectives and ensuring all student voices are heard.
Four educators discuss the importance of bringing politics into the classroom, including to help students develop skills in discourse and information literacy.
Four educators push back against the admonition to “keep politics out of the classroom” by, among other things, explaining that schools are part of a broader political system.
Three educators share ways to connect their students to community engagement, including through project-based learning and community-service projects.
Four teachers share their strategies to help students improve their communities, including through “Structured Academic Controversies” and “Genius Hours.”
Three social studies teachers share the instructional strategies they are using in distance learning, including project-based learning and various online tools.
Five social studies teachers discuss their online instructional strategies, including emphasizing relevancy and maintaining high standards.
Seven educators discuss multiple ways to bridge current events with their classroom lessons, including applying learning-transfer and information-literacy strategies.
Project-based learning and student-created podcasts are among the techniques six educators employ to bring current events into the classroom and engage students.
Carina Whiteside, Denise Fawcett Facey, Deborah Gatrell, and Mark Honeyman discuss what they think were their best social studies lessons that connected with their students.
This two-part series on best social studies lessons is “wrapped up” today by commentaries from Rachel Johnson, Dawn Mitchell, Julie Stern, Cynthia W. Resor, Andrew Sharos, Lori Oczkus, and Keisha Rembert.
A series on teaching information literacy to students finishes up with suggestions from Elliott Rebhun, Laura Greenstein, Michael Fisher, Barbara R. Blackburn, and Douglas Reeves.
Carla Truttman, Josh Perlman, Jennifer Casa-Todd, Bryan Goodwin, and Frank W. Baker share their suggestions for information-literacy lessons.
Big mistakes are made in social studies instruction. What can teachers do to avoid them? Annie Brown, Amy Okimoto, Amy Fast, Lynette Yorgason, Mike Kaechele, and Rebecca Testa-Ryan weigh in.
Sarah Cooper and Ken Halla share suggestions on how to use tech in social studies classes.
Martha Sevetson Rush, Andrew Miller, Melissa Miles, Donna L. Shrum, and Richard Byrne contribute their thoughts on writing in social studies classes.
Stan Pesick, Ben Alvord, Dawn Mitchell, Rachel Johnson, and Rebecca Testa-Ryan share their suggestions on integrating writing into social studies classes.
Diana Laufenberg, Sarah Cooper, Chris Hulleman, Suzie Boss, and Erin Brandvold discuss how we can make social studies lessons more exciting!
Andrew Kozlowsky, Stephanie Smith, Greg Milo, Donna Wilson, Marcus Conyers, Andrew Miller, and Tamara Fyke contribute their ideas on how to make social studies lessons more engaging.
Sarah Cooper, Michael Fisher, Ruchi Agarwal-Rangnath, Jody Passanisi, and Eugenia Mora-Flores share their thoughts on the impact of the Common Core State Standards on social studies classrooms.
Jennifer Hesseltine, Kenny McKee, Erik M. Francis, Wayne Journell, and Dave Stuart Jr. contribute their ideas about the social studies connection to the Common Core State Standards.
Lorena Germán, Adeyemi Stembridge, Stephen Lazar, Jen Schwanke, and Aubrie Rojee share their ideas on how to handle so-called “controversial” topics in the classroom.
Gabriella Corales, Tom Rademacher, Martha Caldwell, Oman Frame, Danny Woo, Paul Barnwell, and Kathleen Neagle Sokolowski share their responses to the question: “How do you handle controversial issues in the classroom?”
Dominique Williams, Matthew Homrich-Knieling, Meg White, Kristina J. Doubet, Jessica A. Hockett, Vance Austin, and Stephanie Smith contribute to Part Three in a series on handling “controversial” issues in the classroom.
Today’s answers on dealing with controversial issues in the classroom are provided by Sara Ahmed, Jennifer Borgioli, Kevin Scott, Erik M. Francis, Phil Hunsberger, Jackie Walsh, Beth Sattes, and Dave Stuart Jr.
A five-part series on handling controversial topics in the classroom is wrapped up with commentaries by Meg Riordan, Lymaris Santana, Sarah Thomas, and Thomas Armstrong, along with many comments from readers.
* Ways Principals Can Assist Social Studies Teachers Troy Hicks, Kristina J. Doubet, David Sherrin, Kirke Olson, and Barbara Blackburn share their thoughts. I’ve also included comments from many readers.
Today’s guest responses come from Kelly Young, from whom I’ve learned more about teaching than from anyone else; Elisabeth Johnson, who is the best social studies teacher I’ve ever seen; middle school educator Lisa Butler; and Matt Podbury, who teaches geography at an International School in France.
Three educators—Ashanti Foster, Melissa Bollow Tempel, and P. L. Thomas—and a number of readers share their thoughts on this challenge.
Four educators—John T. Spencer, Diana Laufenberg, Jennifer D. Klein, and Jason Flom—respond to this issue.
Educators Diana Laufenberg, Sarah Kirby-Gonzalez, and Peter Pappas contributed their responses to this piece.
Bruce Lesh, PJ Caposey, and Dave Orphal share their thoughts in this post, and I’ve also included comments from readers.
Three talented and experienced educators share their thoughts on the topic—Stephen Lazar, ReLeah Cossett Lent, and Bill Bigelow.
Many readers and I contribute our suggestions.
Social studies teachers Eric Langhorst, Beth Sanders, and Russel Tarr all write about what they’ve learned from experience.
This post includes guest responses from three talented and experienced educators: Stephen Lazar, Bill Bigelow, and Sarah Kirby-Gonzalez.
The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.