Teaching for Recall & Analysis: New Strategies for Improving Student Achievement in Social Studies

There are new academic challenges in social studies that students have to confront in the 21st century classroom: Advanced Placement, International Baccalaureate, SAT Subject Test, State Graduation Exams, etc. In the above instances, students are required to display their academic competence on a single high-stakes "mastery-of content" test. Student participation in these academically rigorous classes has grown dramatically. However, as course enrollments have increased; so has the number of students who are struggling with the academic demands of these rigorous courses. Yet, many teachers feel they do not possess the necessary "tools" to reach students who are struggling in these academically advanced classes. New strategies are required in order to reach students of all academic readiness, as well as teach a curriculum that possesses a vast amount of academic content. The ability to analyze, reflect and then re-analyze the original information is a skill that is difficult to learn for many students. These new strategies work well for any student enrolled in a course that requires the analysis, memorization and then re-analysis of a large amount of content-specific material. * Step-by-step teaching strategies * Teacher created and tested * Blends easily and quickly with existing educational practices * Numerous pictures and illustrations

Author: R. Michael Pryor
Publisher: Createspace Independent Publishing Platform
Published: 10/21/2009
Pages: 146
Binding Type: Paperback
Weight: 0.58lbs
Size: 10.00h x 7.01w x 0.31d
ISBN: 9781449564940

About the Author
R. Michael Pryor currently teaches in the social sciences and possesses degrees in both American History and Education. He has taught in a variety of instructional settings from private schools in Japan to educational settings in the United States, ranging from rural to inner-city communities. In addition, students enrolled in his Advanced Placement classes have continually exceeded the national average for qualifying scores on the AP U.S. History exam; in courses that operate with an open-enrollment (non-tracked) format.

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