Chapter 3: Instructional Approaches for the Young Learner Learning Topics Inquiry Learning in Social Studies Direct Instruction and Effective Modeling.

Chapter 3: Instructional Approaches for the Young Learner

Learning TopicsInquiry Learning in Social Studies

Direct Instruction and Effective ModelingActivity Centers

Cooperative LearningIndependent Learning in a Child Centered Classroom

Computer Facilitated InstructionIndividual Instruction

3 - 1Copyright © 2011 by Pearson Education Canada

The Standards of the Discipline of Social Studies

Every discipline has standards that define the way of thinking that makes the discipline unique.

The standards for Social Studies include:• Consideration of the evidence• Respect for the traditions of preservation within a culture


Social Studies: Innovative Approaches for Teachers

• Respect and consideration of perspectives• Creation of a balanced perspective• Respectful participation and productive functioning in

a diverse society• Responsible stewardship of resources• Tolerance for ambiguity in the pursuit of knowledge• Respect for the interdependence of people and places• Appreciation for the nature of field research



• Creation of conceptual frameworks that aid understanding

• Encompassing expanding horizons in our considerations and deliberations

• Understanding fundamental concepts that inform thinking in History and Geography (e.g., environment, culture, change, continuity, etc.)

• Clear communication• Informed decision making• Critical thinking• Dynamic and informative inquiry



Inquiry is a major strategy in Social Studies because…

• Facts change.• Information is readily available.• Our knowledge base is constantly increasing so

knowing everything is not possible.• Since we cannot retain all knowledge because of its

volume, learning to be discerning consumers of knowledge is a desirable characteristic of an educated person.

3- 5Copyright © 2011 by Pearson Education Canada


Inquiry Model for Social Studies

Add inquiry model from Chapter 3



Helping Young Students to Start an Inquiry

• Teach them the difference between fat and thin questions.

“FAT” QUESTIONS• The questions are open ended.• The questions have ambiguous possibilities as answers.• Higher order thinking is required (analysis, synthesis,

creativity, evaluation).• Many perspectives can be brought to bare on the

question.• The questions are open to discussion and investigation.



But, “Thin” Questions have these characteristics

• The questions are closed and have a specific answer.

• The questions have clear, definitive answers.• Lower order thinking will lead to an answer.• One perspective is dominant.• Answers are straight forward and need no

investigation.



“Knowledge Attack” Approach to Inquiry

• A knowledge attack approach to inquiry uses nine recursive steps.

• Students move from immersion in the broader topic, towards answering an essential question, by following the steps of the inquiry process.



“Knowledge Attack” Inquiry Includes

1. Knowledge attack immersion in the topic.2. Asking an essential question. 3. Asking subsidiary questions.4. Hypothesizing.5. Gathering information/ Research.6. Sifting and sorting.7. Synthesizing.8. Reporting.9. Answering the essential question.



Know the learners before introducing inquiry!

Support learners through inquiry by ensuring that you:• Complete a clear and purposeful pre-assessment of the learners (What do they know

about the topic? What do they want to know? What misconceptions are evident?)• Prepare an inclusive and respectful classroom culture that values inquiry and is risk

tolerant• Offer students opportunities for ownership of the learning by asking “Who wants or

needs to know or understand this?”• Use of interactive technology• Gather a range of rich resources at appropriate reading levels• Assess the interrelationships in the curriculum• Plan to integrate curriculum • Ensure that you have a clear view of our role in instruction (which is suited to the

learning goals we have for each learning time block) including facilitation plans for times when students are engaged in inquiry

• Plan for authentic assessment• Provide specific feedback as students engage in inquiry. 3 - 11Copyright © 2011 by Pearson Education Canada


Practice Effective Modeling

Modeling includes several phases:

• Motivating the learner• Modeling/demonstrating and recapping the

new learning• Consolidation• Application (including a lesson conclusion to

promote metacognitive awareness)



The Phases of Instruction



Inquiry and Direct Instruction are supported by skill development.

SKILLS TYPICALLY TAUGHT IN PRIMARY AND JUNIOR SOCIAL STUDIES PROGRAMS

• asking questions• comparing• creating models• determining relevance• developing personally relevant definitions for key concepts• drawing valid conclusions based on data and/or evidence• expressing personal viewpoints• identifying issues• making connections• preparing charts and graphs to present information• re-creating/ re-enacting• relating studies to career opportunities• sorting information related to criteria



• understanding and relating to global issues• understanding scale• understanding the difference between definitions and examples• understanding the role of time in causing change; create timelines• understanding time zones• understanding relative positioning• understanding cause and effect relationships• using bibliographic conventions• using drawings to communicate• using factual (informational) texts• using flow diagrams to illustrate interactions and relationships ( e.g., flow of goods and services)• using globe skills ( including various projections of the world)• using graphic organizers• using media to communicate• using oral presentations to communicate• using standard and non-standard units to measure distance• using written notes and descriptions to communicate• using illustrations to gather information (charts, pictures, graphs)• using primary sources• using secondary sources



Inquiry is supported when students understand different types

of text structures.

• Enumeration/Time Order• Comparison• Cause and effect/Problem solving• Description



Inquiry interests can be stimulated by using a variety of strategies that

stimulate interest.

• Simulations• Cooperative learning groups• Cooperative structuresThese strategies immerse students in the topic and give them opportunities to discover areas of interest for further investigation.



Model Building as a Form of Inquiry

Students can investigate and create models to examine the inquiry question, “How does it work?”

Models may include:• graphic organizers (word models)• physical models/constructions• computer generated/simulated models



Chapter Review• The standards of Social Studies are unique to the nature of the discipline.• The role and approaches to inquiry in Social Studies contexts are central

to the subject area.• Inquiry is used to engage students in making meaning of the ideas they

encounter. Inquiry is a constructivist approach but requires immersion into the content of the topic in order to ensure that inquiry is focused and informed (situational constructivism).

• Inquiry can help students make meaningful connections between pieces of information.

• A model for inquiry can be taught to students and used by teachers to show flexible and recursive steps that inquiry might follow.

• Inquiry rich classroom environments have characteristics that teachers can plan and provide.



• Direct instruction should be used in Social Studies when students would benefit from seeing how an expert learner would approach something they want to learn.

• The phases of direct instruction include the gradual release of responsibility for learning (scaffolded support) that is gradually withdrawn as students become increasingly competent and capable.

• Indirect approaches to instruction, including activity centers, cooperative learning and cooperative structures, independent learning, computer facilitated instruction, and individual instruction, can be used to engage students in Social Studies.

• Students benefit from being taught common structures for texts they may encounter during research and being taught skills in ways that ensure solid learning of the skills.

• Teachers will need to exercise professional caution and diligence when they facilitate students’ access to computers for research.



Chapter 3: Instructional Approaches for the Young Learner Learning Topics Inquiry Learning in Social Studies Direct Instruction and Effective Modeling.

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