background preloader

Instructional Strategies

Facebook Twitter

OER Commons. Teaching Strategy: Using Political Cartoons in the Classroom : The Colonial Williamsburg Official History & Citizenship Site. Attribution-NonCommercial-ShareAlike 3.0 Unported — CC BY-NC-SA 3.0. Our Collection. Interpreting Political Cartoons in the History Classroom. What Is It?

Interpreting Political Cartoons in the History Classroom

A lesson that introduces a framework for understanding and interpreting political cartoons that can be used throughout your entire history course. Rationale Political cartoons are vivid primary sources that offer intriguing and entertaining insights into the public mood, the underlying cultural assumptions of an age, and attitudes toward key events or trends of the times. Since the 18th century, political cartoons have offered a highly useful window into the past. Just about every school history textbook now has its quota of political cartoons. The stark, simple imagery of many cartoons can be highly deceptive. Description A Cartoon Analysis Checklist, developed by Jonathan Burack, is presented here as a tool for helping students become skilled at reading the unique language employed by political cartoons in order to use them effectively as historical sources. 1.

Teacher Preparation 1. 2. 3. In the Classroom. Graffiti Groups. Teaching Strategies. Teaching Strategy: Big Paper - Building a Silent Conversation. Use this discussion strategy to help students explore a topic and to engage all students, especially those who are less likely to participate in a verbal discussion.

Teaching Strategy: Big Paper - Building a Silent Conversation

Using writing and silence, this strategy allows students to slow down their thinking processes and to focus on their peers’ views. This discussion strategy uses writing and silence as tools to help students explore a topic in-depth. Having a written conversation with peers slows down students’ thinking process and gives them an opportunity to focus on the views of others. This strategy also creates a visual record of students’ thoughts and questions that can be referred to later in a course. Using the Big Paper strategy can help engage shy students who are not as likely to participate in a verbal discussion. Step one: Preparation First, you will need to select the “stimulus” – the material that students will respond to. Step two: The Importance of Silence Inform the class that this activity will be completed in silence. Teaching Strategy: Graffiti Boards.

Rationale Graffiti Boards are a part of the classroom, usually a very large sheet of paper, a whiteboard or chalkboard, where students engage in a written discussion.

Teaching Strategy: Graffiti Boards

The purpose of the Graffiti Board strategy is to help students “hear” each other’s ideas. Some benefits of this strategy are that it 1) can be implemented in 5-10 minutes, 2) provides a way for shy students to engage in a conversation, 3) provides a record of students’ ideas and questions that can be referred to at other points during the lesson (or even later in the unit or year), 4) provides space and time for students to process emotional material in the classroom and reflect on their own thoughts as well as the thoughts of others. Graffiti Boards can be used as a preview or warm-up activity to introduce a new topic or to help students organize prior knowledge about content they are about to study.

Procedure Example This activity is similar to the "Big Paper" teaching tip. Instructional Strategies for Teachers: Graffiti Teaching Strategy. Graffiti is an excellent strategy to enhance students’ thinking skills and promote their writing skills and that is a great way to stimulate students’ participation in the classroom.

Instructional Strategies for Teachers: Graffiti Teaching Strategy

Teachers should provide questions related to same topic and write each questions on the top of a separate sheet of paper. The students need to be divided into based on question numbers. Each group will be given a question sheet and a different color pen and discuss the question then write the answers within the certain time. Then transfer the questions sheet to next group till all the sheets are passed through all the groups. In the final round, the original sheet comes to the group, they need to summarize the ideas and share them in the class. The Procedure of Graffiti as following: 1.Students divided into groups according to the question numbers. 2.Each cooperative group is given a piece of chart paper and different colored markers. 3.Each group is given a different question sheet toward same topic.