Student Engagement Strategies
Presentation
1. Political Cartoons: http://teachinghistory.org/teaching-materials/teaching-guides/21733
This presentation teaches students how to read political cartoons. Political Cartoons are great primary sources, but they hold little value if students are not able to interpret their meaning. This presentation is designed to teach students how to identify symbols, visual distortions, irony, stereotypes, slogans and various other important details that are embedded in such cartoons.
2. Digital Posters: http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-glogster-using-30790.html
This presentation explains the concept of virtual posters. Unlike paper posters, virtual posters allow a combination of audio, video, images and hyperlinks. Virtual posters are great because the teacher can use them to present a lesson in an engaging way. At the same time, students that are more technologically inclined will have an easier time constructing a classroom presentation through the use of a virtual poster.
Organization
3. Timelines: http://www.educationworld.com/a_curr/strategy/strategy033.shtml
Timelines in can be used very effectively when teaching history. Timelines provide a visual tool for studying a brief period of time be it a day, a year, or events in the life of an individual. Timelines are a very effective learning tool because they appeal to various students (to those who are visual learners, mathematical learners and kinesthetic learners), which means that you are engaging a larger number of students.
4. Flip Book: http://www.readwritethink.org/classroom-resources/student-interactives/flip-book-30054.html
Flip books work as an interactive notebook which students can use for many different historical topics (for example they could create one for Unit 1: The Constitution and then another one for Unit 2: Federalist) With the use of a flip book both students and teachers can type information (take notes during a reading), produce illustrations, collect facts and data as well as creating questions and booklets.
Collection
5. Finding Primary Sources: http://www.ala.org/rusa/sections/history/resources/pubs/usingprimarysources
Primary sources are incredibly valuable when studying history. This webpage helps both students and teachers find various primary sources to use in their study of history. With the use of the various links that are provided, both students and teachers will be able to find journals, audio, photographs and various other sources about that particular time in history.
Communication
6. Gallery Walk: https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/gallery-walk-teaching-strateg
During a gallery walk, the teacher places various images and texts around the classroom. By using this strategy, a teacher will be able to get students to examine multiple historical documents, images, texts. By walking around the gallery, students will be able to gather information from everything that is being displayed and most of the time they will be allowed to do the gallery walk with a partner to allow them the opportunity to work with a partner.
Collaboration
7. Project Based Learning: http://schools.nyc.gov/documents/teachandlearn/project_basedfinal.pdf
In project based learning, student’s work together in order to complete a certain goal (be it complete a project or presents about a certain topic). Project based learning gives students the opportunity to be social because they are able to work with their peers, furthermore, these types of projects allow students to become active learners because it requires them to do research and gather information.
Interaction
8. Civics Games and Interactives: http://www.icivics.org/games
Through this website, students are able to engage in meaningful play, which gives them the opportunity to play a game while simultaneously learning/reviewing information that is relevant to the class. For example after they study the Bill of Rights, students can log on to the website and play the “Do I Have a Right?” in which they pretend to run their own law firm and determine results based on the Bill of Rights.
1. Political Cartoons: http://teachinghistory.org/teaching-materials/teaching-guides/21733
This presentation teaches students how to read political cartoons. Political Cartoons are great primary sources, but they hold little value if students are not able to interpret their meaning. This presentation is designed to teach students how to identify symbols, visual distortions, irony, stereotypes, slogans and various other important details that are embedded in such cartoons.
2. Digital Posters: http://www.readwritethink.org/professional-development/strategy-guides/teaching-with-glogster-using-30790.html
This presentation explains the concept of virtual posters. Unlike paper posters, virtual posters allow a combination of audio, video, images and hyperlinks. Virtual posters are great because the teacher can use them to present a lesson in an engaging way. At the same time, students that are more technologically inclined will have an easier time constructing a classroom presentation through the use of a virtual poster.
Organization
3. Timelines: http://www.educationworld.com/a_curr/strategy/strategy033.shtml
Timelines in can be used very effectively when teaching history. Timelines provide a visual tool for studying a brief period of time be it a day, a year, or events in the life of an individual. Timelines are a very effective learning tool because they appeal to various students (to those who are visual learners, mathematical learners and kinesthetic learners), which means that you are engaging a larger number of students.
4. Flip Book: http://www.readwritethink.org/classroom-resources/student-interactives/flip-book-30054.html
Flip books work as an interactive notebook which students can use for many different historical topics (for example they could create one for Unit 1: The Constitution and then another one for Unit 2: Federalist) With the use of a flip book both students and teachers can type information (take notes during a reading), produce illustrations, collect facts and data as well as creating questions and booklets.
Collection
5. Finding Primary Sources: http://www.ala.org/rusa/sections/history/resources/pubs/usingprimarysources
Primary sources are incredibly valuable when studying history. This webpage helps both students and teachers find various primary sources to use in their study of history. With the use of the various links that are provided, both students and teachers will be able to find journals, audio, photographs and various other sources about that particular time in history.
Communication
6. Gallery Walk: https://www.facinghistory.org/for-educators/educator-resources/teaching-strategies/gallery-walk-teaching-strateg
During a gallery walk, the teacher places various images and texts around the classroom. By using this strategy, a teacher will be able to get students to examine multiple historical documents, images, texts. By walking around the gallery, students will be able to gather information from everything that is being displayed and most of the time they will be allowed to do the gallery walk with a partner to allow them the opportunity to work with a partner.
Collaboration
7. Project Based Learning: http://schools.nyc.gov/documents/teachandlearn/project_basedfinal.pdf
In project based learning, student’s work together in order to complete a certain goal (be it complete a project or presents about a certain topic). Project based learning gives students the opportunity to be social because they are able to work with their peers, furthermore, these types of projects allow students to become active learners because it requires them to do research and gather information.
Interaction
8. Civics Games and Interactives: http://www.icivics.org/games
Through this website, students are able to engage in meaningful play, which gives them the opportunity to play a game while simultaneously learning/reviewing information that is relevant to the class. For example after they study the Bill of Rights, students can log on to the website and play the “Do I Have a Right?” in which they pretend to run their own law firm and determine results based on the Bill of Rights.