1. The problems approach to teaching social studies guides students through a process of problem solving and critical thinking, based off of a societal problem that they recognize or has been posed to them by a teacher. Students gather information and evidence and then develop ways that problem can be solved, meeting the social, ethical and practical needs of the situation.
The pedagogical reasoning for this approach states that in an ever changing world, teaching students induvial curricular facts is not as beneficial as helping them to develop the mindset of a problem solver, authentically engaged with the world around them, capable of learning independently, thinking critically and generating solutions.
2. There is controversy in social …show more content…
I have taught Montessori since 1998 and have certifications for both ages 3-9 and 6-9. I taught each level for about 6 years. The beauty of Montessori philosophy is that social studies and science topics are central to the curriculum and are taught just as intently as reading and writing.
Maria Montessori believed that it was crucial that starting at a young age, children learned about physical geography and multiple cultures, including their own, so they would conclude that they are global citizens, part of a big, interconnected planet. Here are a few examples of how the curriculum arrangement works to make this happen. The backbone of the 3-6 curriculum is learning about the 7 continents through the land and water globe, puzzle maps, and studies of other cultures thorough stories, pictures and artifacts. First through third graders go in to learning pin maps, have extensive physical geography lessons and learn about the history of the universe. In Montessori big concepts are first taught through stories called impressionistic lessons which are then supported by hands on materials and any other applicable academic extensions. A goal within the lessons is to include age appropriate reading material and opportunities for mathematical thinking. Therefore, in a Montessori classroom you do not spend endless hours on math and reading …show more content…
This is part of the reason I want from teaching ages 3-9 to 6-9, eventually I would like to do my certification for ages 9-12. I am attaching photos of a preschool geography area and basic first through third grade classroom, in case you are not familiar. Every teacher designs their own subject areas and classroom; this is one I got off from the internet. One of the maps is crooked, which is unfortunate, but otherwise you can see a few geography materials which would be introduced with lessons related activities and extensions. Also, this area would be changed throughout the year to introduce new subjects and keep students engaged.
In conclusion, thank you for reading my off topic answer to your question about teaching geography. I look forward to this class. I look forward to learning about geography as traditional education teaches and defines it. By finishing my teacher’s certificate here at BSU I hope to learn more about teaching, meet
The pedagogical reasoning for this approach states that in an ever changing world, teaching students induvial curricular facts is not as beneficial as helping them to develop the mindset of a problem solver, authentically engaged with the world around them, capable of learning independently, thinking critically and generating solutions.
2. There is controversy in social …show more content…
I have taught Montessori since 1998 and have certifications for both ages 3-9 and 6-9. I taught each level for about 6 years. The beauty of Montessori philosophy is that social studies and science topics are central to the curriculum and are taught just as intently as reading and writing.
Maria Montessori believed that it was crucial that starting at a young age, children learned about physical geography and multiple cultures, including their own, so they would conclude that they are global citizens, part of a big, interconnected planet. Here are a few examples of how the curriculum arrangement works to make this happen. The backbone of the 3-6 curriculum is learning about the 7 continents through the land and water globe, puzzle maps, and studies of other cultures thorough stories, pictures and artifacts. First through third graders go in to learning pin maps, have extensive physical geography lessons and learn about the history of the universe. In Montessori big concepts are first taught through stories called impressionistic lessons which are then supported by hands on materials and any other applicable academic extensions. A goal within the lessons is to include age appropriate reading material and opportunities for mathematical thinking. Therefore, in a Montessori classroom you do not spend endless hours on math and reading …show more content…
This is part of the reason I want from teaching ages 3-9 to 6-9, eventually I would like to do my certification for ages 9-12. I am attaching photos of a preschool geography area and basic first through third grade classroom, in case you are not familiar. Every teacher designs their own subject areas and classroom; this is one I got off from the internet. One of the maps is crooked, which is unfortunate, but otherwise you can see a few geography materials which would be introduced with lessons related activities and extensions. Also, this area would be changed throughout the year to introduce new subjects and keep students engaged.
In conclusion, thank you for reading my off topic answer to your question about teaching geography. I look forward to this class. I look forward to learning about geography as traditional education teaches and defines it. By finishing my teacher’s certificate here at BSU I hope to learn more about teaching, meet