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A study of project-basedlearning found that social studies scores were higher for second-grade students who learned this way, compared to students who were taught traditionally. They created multicolored posters to explain what different departments of local government do, from sanitation to human resources.
This fall, after a restless night overthinking an assignment for my upcoming class and drinking three cups of not-strong-enough coffee, I added the final touch on my latest assignment for students in my World History II class. I was finally satisfied with the plan I had for my 10th graders, when it hit me: none of this actually matters.
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After all, framed that way, teachers give hundreds of standardized tests a year, even those who do learner-centered assessment, project-basedlearning, or otherwise collect evidence of student learning in ways that are considered alternative or non-traditional. Testing Wars in the Public Schools: A Forgotten History.
George Hawkins , a 2019 graduate of TAH’s Master of Arts with a Specialization in Teaching American History and Government (MASTAHG) program , was named South Dakota Teacher of the Year in October. Interdisciplinary Learning Hawkins works closely with a teaching partner who specializes in English Language Arts.
I’ve heard many Government and Civics teacher friends in states that do require it talk about it being “one more thing” and “such a joke.” The test bank contains 100 questions—about 60 relating to civics and government, 30 covering US history, and ten touching on geography and cultural topics. Now over a dozen do.
It’s a moment when XQ Institute’s agenda — that schools should offer more project-basedlearning, allow more flexibility in their schedules, and assign classwork more explicitly connected to career paths that interest students — may excite education leaders searching for solutions. teens won’t arrive for a while.
Many educators probably weren’t surprised by today’s announcement of the National Assessment of Educational Progress (NAEP) test results for civics and history. government, and only 29 percent said they had a teacher whose primary responsibility is teaching civics. The scores tell an all-too-familiar story.
They are ambitious, designed to work on various scales, and are commissioned (quite literally) to enact the policies that govern the institutions (schools) they work in. And this is all pertinent and felicitous–all screaming for thinking, integration, and revision.
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