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For each breakout room, 1 person will create a comment under each section. Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

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Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

# data[].attributes.body
Within this comment you will have to...
- Give an example of the strategy that you have seen in the field
- Choose as a group something from the strategy that stood out to you the most

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I haven't seen this in the field, but I would really like to. I really like the idea of really digging deep into a topic. The book mentions that if we want for children to think critically about a topic, they need to first have good foundational knowledge about the topic. The more time they spend on a topic, the more they will be able to think critically about it.

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Children of researched Ruby Bridges on pebble go. They created a a lunch box with different character traits Ruby had. Example Ruby Bridges was brave, because she kept going to school even though people protested and threw things at her.

-Miranda Herrera

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My school does not focus on Social Studies a lot, but when we do cover social studies content my mentor teacher finds a book about what we are talking about and reads to the students. We also use Pebble Go for students to do their own research about the topic.

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My mentor has the desks set into groups so the class is constantly cooperating in groups. The groups allows the children to hear others opinion about certain topics and keeps the students engaged throughout the lesson.

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- An example of this would be a ven diagram of the student and the primary resource, in order to establish text-self connections. This really opens up the students to exploring similarities and differences from themselves to people in history.

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we are currently doing readers theater in 2nd grade. We assigned parts and in small groups practiced reading with expression. It has been so fun to see the kids personalities, they have really enjoyed it!

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I've seen my menor teacher use many different childrens stories and literature to incorporate social studies and science education since most of our day is devoted to reading and math. They've covered topics such as civil rights, gender equality, and geography through shared readings.

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Example:  Doing a read-a-loud about a social studies history topic or person.

“Children’s literature makes history more concrete for children and assists them in imagining the events of the past and how we might create a better world for everyone…And because children’s literature asks children to imagine as they follow along with the story, children will usually be more deeply engaged in a children’s literature book than they will in their social studies textbooks.” (Wade p. 66)

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An example of teaching with inquiry that I have seen in the field was a food chain science lesson, where students had to create their own food chain, and had to explain the reasoning for why they placed certain organisms where they did. What stood out the most to me was how excited the students were to create a food chain, as this made the students much more engaged than if they had just viewed a food chain from the teacher. I feel that because the students created their own food chain, they were better able to understand the concept of energy transfer since they had to careful select the placement of the organisms they used.

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I haven't seen this yet but this is something that I would want to do in my classroom. I feel it is a great way to get students involved and engaged in a lesson. Introduce students to something different.

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I am in Pre-K so most of the questions that would challenge their thoughts is in the read-aloud. I don't remember specific incidents but that is where the students are engaged in my MT's questioning.

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My students are about to go into a unit on animal habitats/needs/food chains and so the teacher started it by asking them to each pick an animal they want to know more about. Each child picked an animal then wrote up what they want to learn about in regards to their animal. Throughout the unit each child is going to be researching their own animal’s habitat, needs, etc

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My first graders are currently working on drama. My mentor teacher will play a read aloud on the screen and she will pick student to stand up and reenact the story. It's so fun to watch and see the students have fun while doing it.

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When learning about Westward Expansion, my class red a play on this topic, with the characters being, the president, Lewis and Clark, and the narrators. This play hit all the key components that the students had to know for westward expansion and the Lewis and Clark expedition.

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The students are learning about Elizabeth Blackwell. She was the first woman to receive a medical degree in the US. One of the questions asked is why can't women be doctors.

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I have pre-k as well. The kids mostly ask questions during the read a loud as well. A lot of the kids like to react to the book that is being read to them.

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My first POP is tomorrow and I am using a book ,What can a citizen do by Dave Eggers. It has wonderful visuals. What I love most about the book though are all the higher thinking questions that can be used as stopping points. He also uses phrasing and vocabulary that are great teaching points.

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I have seen this strategy heavily utilized in my clinical teaching experience. For example, my MT was doing a lesson over the northern lights. She used two strategies within the lesson. Visual and Children's Literature. She first familiarized them with the Northern Lights, read them a book centered around the Northern Lights, and then had them create a visual by providing them with black paper, white paper strips, and chalk. All together, they created a really cool visual.

The visual and performing arts strategy really stood out to me because it incorporates a lot of non traditional aspects into the curriculum besides, pen and paper, or lectures.

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I think a great role playing idea would be to recreate Ruby Bridges' first day of school. The roles could be of Ruby, her parents, peers, and other members of the community.

Cristal Lombana

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For my first POP, I did ELAR and did reader's theater for The Little Red Hen. My teacher had never done it and I wanted to give my students something new that would keep them engaged and have them talk to each other.

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I had a mentor teacher last semester who incorpporated a lot of role play and simulations in her social studies units. She frequently covered topics breifly and then assigned or allowed students to choose roles from that event and act them out with her guidance when needed. It allowed them to engage a lot more with the material and understand different perspectives from the different characters involved.

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-When I was elementary, our school had a "bank system" in place for students. If we did well on a test or behaved well, etc our teachers would give us play "coyote bucks". This allowed us to get a sense of how to start saving our money or spending it. We were allowed to use our money to buy snacks through out the years or save it for the end of the year scholastic book fair where we could use it to buy things at the fair. I think this is an awesome idea to implement in a classroom. That way students can role-play being a paying citizen in our economy.

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I did this in a history class at a community college.

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I did this in a history class at a community college.

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During my observations I have yet to see this strategy but I have to say as a student this was very effective. I became incredibly engaged in the content. I remember we would do the assigned readings and then our professor would give us a a part to play. After reading about the civil rights movement, we pretend to be in a black panthers meeting discussing how we would respond to police brutality. People would share and as a group we talked about possible outcomes. It was incredibly effective and engaging. Miranda Herrera

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An example would be in mexican american class last week, the kids were watching the movie about ruby bridges. Most of the students were confused on what happened and didn't know how to respond back. The teacher was able to relate back to her past and answer the kids questions.

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Example I've seen:  Students were practicing a skit.  Each of them had a role and they were reading their parts.

I don't think this was associated with Social Studies, but was more of an ELA activity. However, what stood out about this strategy was that it helps students empathize with the people they are representing.

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Currently my clinical class is learning about fictional readings. They recently went over the "Click, Clack, Moo" by Doreen Cronin and were transferring into role playing. Last Thursday they had selected which characters they wanted when role playing.

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I like the sentence stem, I wonder when posing questions to students. It creates more questions!