From Form to Function

Monte‐Sano, Chauncey; Hughes, Ryan E.; Thomson, Sarah

doi:10.4324/9780429024382-2

Cited by 3 publications

(1 citation statement)

References 1 publication

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“…Through Design-Based Research (Brown, 1992) focused on students' and teachers' perspectives and student learning, we developed the curriculum to support middle school students' and teachers' investigations of complex historical and social issues guided by a compelling question and primary sources (e.g. Monte-Sano et al. , 2019) [3].…”

Section: Positionality and Contextmentioning

confidence: 99%

Reframing history and listening to students through Learning Labs professional development

Monte-Sano,

Jennings,

Schleppegrell

2023

SSRP

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PurposeThis practice-oriented article aims to describe the origins of the Learning Labs PD model and theory behind it, explains what it involves in social studies and illustrates this model by sharing examples from one PD session focused on facilitating inquiries into justice via Hammurabi's Code and Black Founders with seventh and eighth graders.Design/methodology/approachAs the authors developed Learning Labs for Social Studies (LLSS), they used a Design-Based Research approach to study and iterate such that the model is supportive of teachers' and students' learning (e.g. Jennings et al., 2022). In this practice-oriented article, the authors offer a conceptual orientation to the model and some of the take-aways relevant to the demands of offering professional development in polarizing times by sharing examples from one PD day.FindingsLLSS PD in combination with curriculum that structures critical inquiry has supported the authors and their teacher-partners by fostering a community of practitioners who work as a collective to reframe content, support one another while teaching in new ways and learn from students. Specifically, the authors have observed teachers (1) approach social studies topics with greater criticality and center Black identity and history as more than oppression, (2) develop instructional practices that create space for students to make sense of the past in the context of their lives in the present and (3) listen to and center students' thinking and knowledge.Originality/valueThis article presents and illustrates Learning Labs for Social Studies for the first time, offering a professional learning model that supports teachers in polarizing times as they work collaboratively to translate theory into practice and to problem-solve challenges that emerge within their school and classroom contexts.

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Section: Positionality and Contextmentioning

confidence: 99%

Reframing history and listening to students through Learning Labs professional development

Monte-Sano,

Jennings,

Schleppegrell

2023

SSRP

View full text Add to dashboard Cite

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Adolescents’ evaluation of online scientific information in daily life contexts: when sourcing matters

Macedo-Rouet

Trópia

Castilhos

et al. 2023

International Journal of Science Education, Part B

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Discussion in Diverse Middle School Social Studies Classrooms: Promoting All Students’ Participation in the Disciplinary Work of Inquiry

Monte‐Sano

Schleppegrell

Sun

et al. 2021

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: Although calls for rich discussion and argumentation about disciplinary texts and content are frequent, research indicates that in classrooms such discussions are rare. When discussions do happen, few students tend to participate. Purpose/Focus of Study: We look to exemplar teachers’ classrooms where a range of ethnically, racially, linguistically, and academically diverse students participated substantively in discussions throughout social studies inquiries to understand what those teachers do to support broad and substantive student participation in discussion, knowing that discussion promotes student learning. Research Design: Using video recordings of class sessions, we conducted discourse analysis and used case study methods to examine classroom discourse over 20 days of inquiry across an academic year within the context of a larger, design-based research project. Findings: We identify how two teachers build toward and facilitate three types of disciplinary, whole-class, text-based discussions: Sensemaking, Argumentative, and Culminating Argumentative. We analyze the instructional work involved in preparing students for discussions, in situating discussions within a larger context of inquiry, and in facilitating discussions in the moment, focusing on the intellectual work being done when students take extended turns of talk that build on what has been said before. Conclusions/Recommendations: This work contributes a broader understanding of how students’ full participation in disciplinary discussion and argumentation can be supported in the context of inquiry. We draw implications for enabling all students to participate in inquiry, with particular attention to students learning English or needing support for reading complex sources.

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From Form to Function

Cited by 3 publications

References 1 publication

Reframing history and listening to students through Learning Labs professional development

Reframing history and listening to students through Learning Labs professional development

Adolescents’ evaluation of online scientific information in daily life contexts: when sourcing matters

Discussion in Diverse Middle School Social Studies Classrooms: Promoting All Students’ Participation in the Disciplinary Work of Inquiry

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