1.
Strategies for Collaboration
- There are three essential strategies for collaboration. They
are focus on results, shape relationships, and structure for
resilience. Use of these key strategies will enable your
collaboration to move quickly and respond effectively to
changing environments. Next, the module will help you
examine how to apply these key strategies to help your
collaboration make decisions, accomplish tasks, and work
through problems.
Results - Many grant programs focus on the results that
projects will have specific to their target population. In AFL
grantee’s case those populations are adolescents and their
families, which is undoubtedly very important. However, if
you do not have specific objectives you want to accomplish
to help the system improve, then all you have achieved
could be forgotten. Keeping the larger picture in mind is
vital. As you and your partners come together to discuss
desired outcomes, it will become clearer how your
collaborative can accomplish your goal. Following are some
key components for determining your desired results and
moving your partnership forward.
Relationships - Entering collaboration also means you are
entering into a relationship with another agency. Some of
the ways you can go about strengthening your relationship
is to build trust. To build trust, each agency will need to
discuss their self-interest. What do they want to get out of
the collaboration and what will make the collaboration a
success for all involved? Defining and clarifying roles within
the collaboration and building a communication plan are
also important elements to building the relationship
between agencies.
Resilience - Resilience is the capacity to keep on doing the
work throughout the life of the program. Some people use
the word “sustainability”
2. Written Language
 Will be concerned with linguistic, psycholinguistic,
educational, and sociolinguistic accounts of the
structure and functions of written language, the
processes and acquisition of reading and writing,
and the use and development of literacy in different
social and cultural settings. The journal focuses on
scientific reports in areas such as theoretical
linguistics and cognitive models of written language
processes, reading and writing in educational
contexts and in literacy campaigns, literacy and
technology, and literacy as a marker relating to
gender, ethnicity, and class.
3. Study Skills
 study skills must be practiced for you to improve. It
is not enough to simply "think about" studying; you
must do it, and in the process use information from
what you do to get better. This is the central idea of
this page. All that follows depends on this single
concept. There is a saying that goes like this:
"Practice doesn't make perfect; perfect practice
makes perfect." If you want to be an achiever, take
this saying to heart.
DIRECT INSTRUCTION STRATEGIES
 Instructional Principle:
 When teachers explain exactly what students
are expected to learn, and demonstrate the
steps needed to accomplish a particular
academic task, students learn more.
 Direct instruction rejects (or at least sets aside)
the assumption that students will
spontaneously develop insights on their own.
Rather, direct instruction takes learners through
the steps of learning systematically, helping
them see both the purpose and the result of
each step. The basic components of direct
instruction are:
1. Setting clear goals for students and making sure they
understand these goals.
2. Presenting a sequence of well- organized
assignments.
3. Giving students clear, concise explanations and
illustrations of the subject matter.
4. Asking frequent questions to see if the students
understand the work.
5. Giving students frequent opportunities to practice
what they have learned.
 Direct Instruction
 best to use when teaching knowledge acquisition
involving facts, rules, and action sequences
 teacher-centered (teacher provides information,
facts, rules, action sequences)
 teacher is lecturer (most often)
 common form: lecture-recitation with
explanations, examples, and opportunities for
practice and feedback
 instructional methods: lecture, collaboration
 uses the first three of Bloom’s taxonomy:
Knowledge, Comprehension, and Application
 largely verbal, lecture and teacher-student
question/answer practice for understanding
 steps: present objectives and goals (may use a set
induction), present content sequentially in small
steps (may use a graphic organizer), model skills or
processes with specific and concrete methods (use
an advanced organizer to access prior knowledge),
check for understanding before moving from one
point to the next (with corrective feedback), ask
students questions and have them summarize in
their own words or re-teach a partner (give period
practice and feedback)
 full-class instruction
 organize learning around questions you pose
 provide detailed and redundant practice
 present material sequentially so students can
master a new fact or rule before moving on
 classroom is formally arranged to facilitate
recitation and assessment during practice
When to use: If there is a workbook and textbook that help student
practice, you would more likely use direct instruction if the material
within required much breaking down or subdividing the material.
Another reason is to spark student’s interest (i.e., if they think the experiences, questions, student’s self-
textbook looks boring): make it relevant to real-life or explain any evaluation, and group discussion
questions or misunderstandings they have. For students to master
When not to use: When objectives other than learning facts, rules,
learning they need additional instruction from the teacher to give
or behavior sequences are desired, direct instruction would be less
clarity to the information and to ensure their comprehension of it.
efficient than inquiry or problem-solving strategies. Direct
INDIRECT INSTRUCTION STRATEGIES instruction relates more to lower levels of Bloom’s taxonomy. Do
not use if students already have a grasp of lower-level learning
 Indirect Instruction
concepts of the topic.
 Indirect means that the learner acquires a
behavior indirectly by transforming, or OBSERVATIONS ON INDIRECT STRATEGIES
constructing, the stimulus material into
 Inductive Instructional Approaches:
meaningful response or behavior that
1. Inductive Instructional Approaches the inductive
differs from both (1) the content being used
instructional approaches can be used to help
to present the learning and (2) any previous
students inductively process information. Specific
response given by the student - best to use
strategies for inductive approaches include Concept
when teaching concepts, abstractions, or
attainment Inquiry lessons: project or problem
patterns
Projects, reports
 best to use when the learning process is
 Concept Attainment: Concept Attainment is a
inquiry-based, the result is discovery, and
process where students are given positive and
the learning context is a problem
negative examples of an issue. Based on the
 student-centered (student is an interactive
examples, the students form a hypothesis that
participant)
names the issue. More examples of positive and
 teacher is facilitator
negative are given. Students eliminate some
 small group instruction
hypotheses that are not appropriate.
 instructional methods: discovery learning,
 Inquiry Lessons (problem or project-based
cooperative learning, all student-guided
learning): Inquiry Lessons (problem or project-
 uses all parts of Bloom’s taxonomy
based learning) Students are given a question or
including Analysis, Synthesis, and
problem to solve. Based on their prior knowledge
Evaluation
and guidance from the teacher, they form a
 Indirect instruction involves organizing
hypothesis. Students gather data to prove or
content, inductive and deductive reasoning,
examples and non-examples, student
 disprove their hypotheses. The data is analyzed to
form a strategy or answer.
 Projects, reports: Projects, reports Provide these
guidelines to ensure student success in giving oral
reports: Select a topic Research the topic at the
library and on the internet Decide on a thesis and
find evidence to back up your thesis statement
Create a written outline on paper Write notes to
yourself on paper or on index cards on the main
points of the report Practice speaking the report to
yourself Practice the oral report in front of a mirror
Practice the oral report in front of a friend or family
member Select the appropriate attire for giving the
oral report Give the oral report with your notes in
hand.
 Social Instructional Approaches:
2. Social Instructional Approaches These approaches
are interpersonal. They include strategies such as:
Discussions Cooperative Learning Panels and
Debates Role playing Simulations & Games
 Roles within the group help keep students
accountable and on task.: Roles within the group
help keep students accountable and on task. Some
roles or jobs can include Group facilitator Materials
manager Recorder Reporter Thinking monitor
 Group rules might include
Group rules might include You are responsible for
your own behavior and your own work. You must
be willing to help any group member who asks. You
may only ask the teacher for help when everyone
else in your group has the same question. (This one
help students resolve problems and not come to
the teacher for every issue)
 Successful groups include the following elements:
Group goals: the success of the group depends on
the efforts of all the members promotes a caring
environment where students help another learn.
Individual accountability: students are individually
responsible for learning material Equal opportunity:
interpersonal and communication skills that
promote successful group interaction.
 Dryad (paired learning) is a form of cooperative
group learning. : Peer tutoring – one classmate
tutors another Cross-age coaching – one student
coached by another from a higher grade level Think-
pair-share – two students examine a new concept
about to be studied Team learning –students study
and learn in teams of two
 Flexible Grouping for the delivery of instruction is
the cornerstone of appropriate differentiation for
the gifted student as well as all students. The use
of Flexible Grouping assures Success for Every
Student. : Flexible Grouping for the delivery of
instruction is the cornerstone of appropriate
differentiation for the gifted student as well as all
students. The use of Flexible Grouping assures
Success for Every Student.
 Panels and Debates: Panels and Debates Panels: In
a panel discussion, a small group acts as experts to
answer the questions of the people in the larger
group. In a classroom setting, students are selected
to become experts on a topic and are given at least
a day to prepare for the discussion. Panel
 discussions can also be held using outside experts.
Debates are arguments carried out according to
agree upon rules and used in the classroom to Basic principles and theories of teaching learning social
engage students and help them make connections studies sciences
to the curriculum. Great Debates
Social Studies as Citizenship Education
 Role Playing: Role Playing Helps explore and
increase understanding of feelings and/or actions Primary Goal of Social Studies
Teacher provides background information that
 To develop citizens who are committed to the ideas and
explains the situation to be role played, identifies
values of our democratic republic and who can use
and describes the roles that are needed, and sets
knowledge about their community, nation, and the world
the stage for the role play Set up area and do the
along with skills of data collection and analysis,
role play Teacher then leads the reflection of the
collaboration, decision-making and problem solving.
role play
 Students who have these commitments, knowledge and
 SIMULATIONS & GAMES Promote problem solving
skills will be the most capable of shaping our future and
and decision making in a seemingly real-life
sustaining and improving our democracy.
situation Provide the opportunity for students to
experience consequences of their choices Can be National Objectives of Social Studies
purchased: example: www.interact-
A good and effective citizen in a democratic society:
simulations.com
 Independent Instructional Approaches:  Develops and inquiring mind
3. Learning centers and stations Contracts and  Is well informed and useful
independent work, Independent Instructional
Approaches National Objectives of Social Studies
 Learning centers & stations:  Participates in the solution of social, economic, and political
Centers can be an excellent method for teaching problems
students effectively. They: Enhance student  Advances the causes of nationalism
response. Provide a less intimidating environment
Allow teacher s to focus on specific areas of study. National Objectives of Social Studies
Allow students to work independently on a specific  Has strong moral and spiritual values
skill can reinforce, a skill introduce new concepts, or  Respects the dignity and worth of an individual
provide motivation. Can be used in any area of
study.
  Teacher as facilitator

Structure of Knowledge in the Social Sciences/Studies Benefits

 Theory Academic benefits:

 Generalizations
 Related Ideas  Promote critical thinking skills
 Concepts  Involves learners actively in thinking process
 Facts (names of places, dates, events, persons, procedures)  Higher achievement and greater productivity
Structure of Knowledge in the Social Sciences/Studies Social benefits:
Collaborative and Experiential Learning
 Helps to develop a social support system for learners
Theoretical background
 Establishes a positive atmosphere for modeling and
 Cognitivism practicing cooperation.
 Social constructivism  Develops learning

Experiential Learning When?

David Kolb (1984) – “Learning is the process whereby knowledge Learning objective:
is created through the transformation of experience.
 Skills, attitude
Collaborative learning  Higher levels (Blooms Taxonomy)

Educational approach to teaching and learning that involves small
groups of learners working together to solve a problem, complete
a task, or create a product (Laal & Laal, 2012).
Key elements:
 Positive interdependence
 Considerable interaction
 Individual accountability and personal
responsibility
 Social skills
 Group self-evaluating
Purpose and Importance of Social Studies
Why teach social studies?
Social studies impart essential knowledge for students hoping to
make informed decisions in the future. Some important benefits
of a quality social studies education include:
 Students become better judges of world affairs
By exploring world governments, conflicts, alliances, and political
affiliations, students gain a holistic view of how nations interact
with each other. Students will determine the causes of war,
economic concerns of individual counties, and how the world
functions as the result of communications between multiple
nations.
 Students understand change and how the world and
nations developed
Studies study the history of world civilizations, how they rose,
how they fell, and where current nations stand in history.
Students learn why nations are in certain areas, from geographic
reasons like resources and landmass, to reasons such as war or
technological advancement.
 Students learn skills essential for citizenship
Social studies inform students about the ways our democracy
functions, such as how citizens are represented by elected
officials and how the voting process works. Students explore
America’s founding documents and civic institutions to
understand how they, as future citizens, will fit into the
democratic process. Typically, these courses also require
students to participate in community events and service-learning
projects to understand how citizens work together to create a
functioning society.
 Students develop critical thinking skills by analyzing
decisions made by famous leaders in history
Everyone learns from their mistakes. Students have the benefit
of learning from other peoples’ mistakes as they explore
successful and unsuccessful decisions made throughout history
by world leaders
Purpose and Importance of Social Studies
Social studies teachers mix expansive content knowledge with
innovative methods of teaching that knowledge. Typically, social
studies teachers focus on instructing students at the elementary
and middle school level, though some high schools offer courses
in the subject.
Because students at this age are eager to find their place in the
greater overall society, teachers focus on growing this interest
in civic engagement. The goal of any social studies teacher is to
help students learn from the past so they can become better
informed and help themselves and their societies in the future.
Competencies of a Social Studies Teacher
 The best way to accomplish this, according to the
National Council for Social Studies, is by providing
teaching and learning opportunities that are “meaningful,
integrative, value-based, challenging, and active.” Social
studies teachers push their students to dive deeply into
history and the global discussion, fostering the growth of
interdisciplinary skills used in multiple subject areas
along the way. In social studies classes, students typically
conduct research on specific topics and build
information-gathering and communication skills as they
craft papers and reports. They might then present these
reports to their classrooms, while the social studies
teacher asks in-depth questions to the rest of the class
about the report.
 Social studies encompass multiple subject areas, including
history, geography, and economics. Educators combine
these areas in lessons that provide opportunities for
greater student inquiry, giving students opportunities to
participate in group discussions about major events or
issues around the world. Students explore any potential
problems and propose solutions related to these events,
allowing for debate and communication-building exercises.