Danny Turpin

Spring 2020
Philosophy of Education

I strongly believe that social studies classrooms need to be structured around inquiry, student-
based discussions, and historical thinking. These techniques support the development of reading
comprehension, and helps students make connections about the content while enjoying what they
are discovering. When students are interested in what they are studying then growth occurs.
Inquiry is the cornerstone of student success, because natural inquiry stimulates intrigue in
students about certain topics. As teachers, we should allow students some flexibility to make
choices in their topics of research, aligning the big ideas of the unit. When teachers empower
students to make choices in what they study, we are setting the foundation for individual student
improvement, and students naturally gravitate towards doing the work because they are
interested. This leads to engaging in-class discussion.

Student-based discussions are pivotal to student growth. I believe teachers should frame an
environment in their classrooms where students view their classmates as fellow intellectuals,
instead of looking to the teacher for the right answers. Setting this as the foundation, creates
high-yielding discussions and new ideas are able to flow throughout the classroom. The best
learning comes from hearing multiple perspectives, and if we shape our instruction around
discussions, students will access and acquire different viewpoints. Another reason why I am a
strong advocate of discussions is because they develop growth in student confidence. Students
begin to believe in their thinking when they share their ideas, and the result, is that other students
acknowledge and use their ideas. It may take time for some students to share, but when the
classroom fosters an atmosphere of discussion, students will become comfortable in sharing their
thinking process.

I am a strong advocate in shaping social studies classrooms around the idea of historical
thinking. Also known as “thinking like a historian”, this idea stresses the importance of students
learning history the same way historians do. Historical thinking techniques include viewing
history in terms of chronological thinking, change and continuity, historical
empathy/perspective, cause and effect, analyzing evidence and more. Often times, in social
studies, students are told to memorize facts and then recite the facts onto a test that does not
adequately provide a space for the students to showcase their learning. I whole-heartedly
disagree with this approach. I believe students should learn how to examine multiple sources, use
multiple perspectives, and treat history sources as they are – living and breathing documents.

This style of learning helps form critical thinking techniques that the students will use in the
future. We need to scaffold students understanding by communicating to them that historical
facts are not written in stone, rather all historical works are just interpretations from other
scholars describing what “they” believe happened. As teachers, we need to shape history class
into a “historical laboratory”, where students investigate historical archives ultimately creating
their own narratives. Historical lab-based activities can also lead to interesting in-class debates
when evidence is presented as projects and students ask stimulating questions to the presenters.
Through these type of techniques, students begin learning how to read for understanding, and
students begin to make connections, instead of focusing on memorization. In turn, students will
realize that social studies is not a subject that is black and white, rather it is a subject that is
shades of grey, leaving room for multiple perspectives of answers being correct.