1. Hands-On History: Primary Sources

2. Draw or Represent Education
(Loading Oranges, FL, ca Credit: HistoryMiami)

3. Educational Theory and Strategies
Pedagogy
-The art or science of being a teacher; Teaching.
-Usually refers to children
Andragogy
-The process of engaging adult learners in the structure of the learning experience

4. Educational Theory Theorists John Dewey (1859-1952)
-Dewey is best known for his belief in experience as a way of learning and knowing.
-The phrase learning by doing is often associated with Dewey and suggests that knowledge is gained through active engagement rather than passivity.

5. Educational Theories Lev Vygotsky (1896-1934)
Suggested all learning is contextually and socially mediated.
Believed intellectual development is the result of interaction with the environment .
Social interaction with adults or more knowledgeable peers influences the level of performance exhibited by an individual.
Scaffolding

6. Educational Theories Jean Piaget (1896-1980)
Learning as a constructivist activity.
The notion that children often perceive their world in a way that is qualitatively different from adults.
Developmental stages of Piaget are sometimes controversial but important. He believed that at specific ages children are developing in certain ways.
-Sensorimotor. Birth through ages months.
-Preoperational. Toddlerhood (18-24 months) through early childhood (age 7).
-Concrete operational. Ages 7 to 12.
-Formal operational. Adolescence through adulthood.

7. Educational Theory Howard Gardner (1943- )
Theory of Multiple Intelligences.
Multiple ways of knowing and processing information.
Education should celebrate and embrace diverse learners by respecting the different ways of learning.
Linguistic, Logical-Mathematical, Visual-Spatial, Body-Kinesthetic, Musical-Rhythmic, Interpersonal, Intrapersonal.
/gardners-multiple-intelligences-theory.html
HOWARD GARDNER'S NINE MULTIPLE INTELLIGENCES: 1. Verbal-Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence. using words effectively. These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together. Tools include computers, games, multimedia, books, tape recorders, and lecture.
2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does. reasoning, calculating. Think conceptually, abstractly and are able to see and explore patterns and relationships. They like to experiment, solve puzzles, ask cosmic questions. They can be taught through logic games, investigations, mysteries. They need to learn and form concepts before they can deal with details.
3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent. show sensitivity to rhythm and sound. They love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time. Tools include musical instruments, music, radio, stereo, CD-ROM, multimedia.
4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting. use the body effectively, like a dancer or a surgeon. Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-on learning, acting out, role playing. Tools include equipment and real objects.
5. Visual-Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. think in terms of physical space, as do architects and sailors. Very aware of their environments. They like to draw, do jigsaw puzzles, read maps, daydream. They can be taught through drawings, verbal and physical imagery. Tools include models, graphics, charts, photographs, drawings, 3-D modeling, video, videoconferencing, television, multimedia, texts with pictures/charts/graphs.
6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. 7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help. 8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people. 9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.

8. Educational Theory Constructivism Behaviorism (Didactic/Expository)
Student centered in which the learners construct their own understanding and knowledge of the world through experience and reflection. Developmentally-appropriate facilitator-supported learning that is initiated and directed by the learner.
Behaviorism (Didactic/Expository)
Teacher centered with a PASSIVE student. Memorization acts as a tool to build knowledge in a hierarchical manner.
Discovery based
Student centered as they build upon experiences by discovery, focusing on the task and not the subject.

9. Educational Strategies
Object-Based Learning
Inquiry-Based Learning
Visual Thinking Strategies

10. Educational Strategies
Object-Based Learning
Look directly at an object, i.e. a sculpture or painting, artifact or advertisement, primary document or ritual object.
Use a myriad of questions to discover its role and importance in our world - past, present and future.
Objects are used to initiate discussion, as well as make connections to the learner’s own experiences.

11. Object-Based Learning
Why is it beneficial? What are the advantages over lecture format?

12. Object-Based Learning
Objects can have more than one meaning
Study of objects enables relationships to be made between culture, technology, people, social structures, the past, present and future

15. Object-Based Learning: Building the Story
Avoid an early end to the lesson
What’s that?

16. Object-Based Learning: Suggested Questions
How many parts does the object have?
Who made it and why?
What has happened to this object since then?

17. Object-Based Learning: Video
Video - National Museum of American History, Smithsonian Institution

18. Object-Based Learning: Activity
Break into groups (one object per table)
Complete your group’s object study sheet.
Then discuss the following as a group:
What can we learn from this object?
What themes can be explored?
What else can be paired with your group’s object to tell a story?

19. Educational Strategies
Inquiry-Based Learning
An instructional method developed during the discovery learning movement of the 1960s.
It was developed in response to a perceived failure of more traditional forms of instruction.
Inquiry learning is a form of active learning.
Progress is assessed by how well students develop experimental and analytical skills rather than how much knowledge they possess.

20. Inquiry-Based Learning
A student-centered, active learning approach focusing on questioning, critical thinking and problem solving.
“Tell me and I forget, show me and I remember, involve me and I understand”
Changing the focus from “what we know” to an emphasis on “how we come to know”

21. Inquiry-Based Learning
Employing the Constructivist theory
Students have pre-existing knowledge
By allowing students to express that pre-existing knowledge through questioning, they effectively build upon previous knowledge to gain understanding
Students can form their own foundation

22. Inquiry-Based Learning
Have you been to the Everglades? What can we find there?
Where are we? What is this called, and why is it important?

23. Hands-On History: Inquiry-Based Learning in the Classroom
Approach or introduce specific topics with open-ended questions
Refer back to student responses as a way to keep them connected to the material
Sousa (2001) says that for student retention to occur, the learner must “not only give conscious attention but also build conceptual frameworks that have sense and meaning for eventual consolidation into the long-term storage networks”

24. Educational Strategies
Visual Thinking Strategies (VTS)
The Visual Thinking Strategies (VTS) is a teaching method and school curriculum that centers on open-ended yet highly-structured discussions of visual art, significantly increasing students' critical thinking, language and literacy skills along the way.
VTS is the result of more than 15 years of collaboration between cognitive psychologist Abigail Housen, and veteran museum educator Philip Yenawine.

25. Visual Thinking Strategies (VTS)
VTS is a student-centered curriculum in which students examine and discuss works of art, prompted by questions selected to support careful, evidentiary looking.
VTS Questions:
What’s going on in this picture?
What do you see that makes you say that?
What more can we find?

26. Visual Thinking Strategies (VTS)
During VTS Lessons:
All Students must have ample opportunity to point out what they see in the art they examine and express their opinions about it.
Students must know that their thoughts are heard, understood, and valued.
Students must provide evidence to explain their interpretive comments.
Students must see that each comment contributes to the group process of mining the art for multiple meanings.

27. Visual Thinking Strategies (VTS)
“Sometimes when we do VTS it feels like the class is teaching ourselves.” – Elementary Student (quote from the VTS homepage)
Video - “A Discussion with Fourth Grade Students”
Notes:
Play video for 6 minutes
Ask teachers after video:
What was the facilitator doing during this VTS session?
What did you notice about the group?
What stood out to you during this session?

28. Visual Thinking Strategies (VTS)
What was the facilitator doing during this VTS session?
What did you notice about the group?
What stood out to you during this session?
Notes:
Play video for 6 minutes
Ask teachers after video:
What was the facilitator doing during this VTS session?
What did you notice about the group?
What stood out to you during this session?

29. VTS Practice Session .
(Credit: HistoryMiami, )

30. 1951 Carver Village bombings
VTS Practice Session
Image Caption: HistoryMiami,
1951 Carver Village bombings
Carver Village was a private housing project built during the early 1950s. It was originally built as two separate black and white projects divided by Liberty Square wall. Carver Village became the site of some of Miami’s most extreme racial violence, with incidents of terrorist bombing.

31. Visual Thinking Strategies: Group Activity
Split into 12 groups of about 10 teachers.
Each group will receive a large laminated piece of paper with two images, one on either side.
As a group, select one of the images to practice VTS.
Each group should select one person to lead the group in a VTS session (or someone can volunteer).
Images to use from Picturing America: (16 total)
-2a
-3a
-4a
-5a
-6b (maybe)
-7b
-8a (maybe)
-9a
-11a
-12b
-13a (maybe)
-14a
-15a
-17b
-18b
-19a

32. Visual Thinking Strategies: Group Activity
VTS Questions:
What’s going on in this picture?
What do you see that makes you say that?
What more can we find?
Bring teachers back together after about 15 minutes.
Ask:
-What worked and what didn’t?
-How could you use this in the classroom?
-Do you think that this would be an appropriate strategy to incorporate primary sources into the classroom?

33. Additional Resources http://picturingamerica.neh.gov/

34. Upcoming Programs at HistoryMiami
Family Fun Day: Stars and Stripes
June 13, 10-5pm
Operation Pedro Pan Exhibition Preview
June 25, 7-9pm

35. Get Involved!

36. Cecilia Dubon Slesnick, M.S. Ed
Maggie McAdams, M.A. Historical Administration
Cynthia Toledo, M.A. Museum Studies
Suarmis Travieso, M.A. History
HistoryMiami
101C West Flagler Street