https://padlet.com/kelseyreynolds5/qw2yu1nwfu62 Examples of complex learning environments in secondary history en-us 2017-04-21 20:03:37 UTC 2026-03-20 20:32:48 UTC hello@padlet.com kelseyreynolds5 https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167582644 Constructivism is a broad theory with a variety of perspectives. However, the basic tenet of constructivism is that learning is an active process where the learner constructs knowledge rather than acquiring it. There is a growing emphasis in history education on students being able to construct and analyze historical arguments. Constructivism’s focus on the learner constructing knowledge might lead one to ask: what then is the role of the teacher? While students learn from experience from the constructivist view, a main function of the teacher is to shape those experiences. In many cases it is necessary for the teacher to provide scaffolds for students to construct knowledge. For example, sending students to an archive for an hour might not be the most productive way for them to learn how to construct an historical argument. Rather, providing them with a set of modified primary sources can create the conditions where students can begin to develop their own interpretations of the past.

]]> 2017-04-21 20:08:41 UTC https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167582644 kelseyreynolds5 https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167588112 A good example of an inquiry model in a history classroom could be a lesson that I made for my curriculum class.  The lesson focuses on the Missouri Compromise before the Civil War started and asks the students the question of how  the Missouri Compromise impacted the North and the South. It makes the students look at primary source documents and try to figure out the answer to that question by engaging in group activity, problem solving, and discussion. Below is the attached lesson plan. ]]> 2017-04-21 20:52:41 UTC https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167588112 kelseyreynolds5 https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167589458 For project-based learning, a good way to use it in a history classroom could be while teaching about basically any war in history. Below, I have attached a website of an example of a project-based learning activity where the students were mainly focusing on Civil War technology and how the technology they chose to learn about impacted how the Civil War played out. ]]> 2017-04-21 21:08:43 UTC https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167589458 kelseyreynolds5 https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167590319 A good way to use reciprocal teaching in a history classroom would be to have the students summarize, question, clarify, and predict something about a particular time period in history. Below, I have attached a video that explains what a reciprocal teaching strategy looks like while teaching about the Great Depression. ]]> 2017-04-21 21:20:49 UTC https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167590319 kelseyreynolds5 https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167590725 A good way to use the jigsaw model while teaching in a history classroom could be while the students are learning about the significance of multiple battles that happened in any war throughout history. Below, I have attached a lesson plan that I made that uses the jigsaw model so that the students can become experts on one particular battle in the Civil War and then teach it to the other students in their class. ]]> 2017-04-21 21:25:37 UTC https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167590725 kelseyreynolds5 https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167591374 Structured Controversy is a good way to get students thinking about different sides of an argument and coming up with a consensus about that argument. Below, I have attached a website that describes how structured controversy can be used in a history classroom. History is a great subject to use structured controversy because there are many different issues all throughout history that have multiple viewpoints and different arguments that have been made about those issues. One way that I would like use structured controversy in my classroom would be to use the example of the Federalists and the Anti-Federalists and the arguments that were used both for and against the ratification of the United States Constitution. I would divide the class into groups and then have those groups divide into two pairs. One pair of students would look at arguments from the Federalists, and the other pair would be looking at arguments from the Anti-Federalists.  The arguments that I would be giving each pair of students to look over would be the Federalists and the Anti-Federalists papers (primary source documents).  Each pair of students would look over their documents, write down the main arguments their side is making, and then make a short presentation to the other pair of students about what they found.  Both sides would give their presentations on what their side was arguing both for and against the ratification of the United States Constitution.  As each side is presenting, the other side will be listening and taking thorough notes, but cannot ask questions, disagree, or debate while that pair is presenting.  After the presentations, the students would then discuss what their positions were and provide more supporting evidence for those positions. With their notes as a guide, the students would then switch advocacy positions and prepare and give a new presentation. Finally, students would then drop their advocacy role and generate a consensus based on whether or not if the United States Constitution should be ratified.  ]]> 2017-04-21 21:33:57 UTC https://padlet.com/kelseyreynolds5/qw2yu1nwfu62/wish/167591374