In Conjunction with lessons taught
Earl De Mott
www.careerswitcherssocial.wikispaces.com
ODU Career Switchers
Social Studies Methodologies
Updated July 2015
Borich Readings for Social Studies Content / De Mott
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Class Readings / Chapters 8, 10, 11, 13
Borich, G. D. (2014). Effective teaching methods: Research-based practice
(8th ed.). Upper Saddle River, NJ: Pearson. (ISBN: 978-0132849609)
Chapter 8: Questioning Strategies (pp. 224-251)
Chapter 10: Teaching Strategies for Indirect Instruction (pp. 284-321)
Chapter 11: Self-Directed Learning (pp. 322-351)
Chapter 13: Assessing Learners (pp. 378-423)
Disclaimer: The Borich Readings are extracted for this segment of Career
Switchers, however, it is assumed that students benefit best when
reading the book in its entirety.
Class Website
www.careerswitcherssocial.wikispaces.com
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

Prior to start of the course, candidates should read the following chapter(s) within the Borich text:

Ch. 8 – Questioning Strategies (to be completed prior to first meeting)

Ch. 10 –Teaching Strategies for Indirect Instruction (to be completed prior to first meeting)

Ch 11 – Self-Directed Learning (to be completed prior to the second meeting)

Ch 13 – Assessing Learners (to be completed prior to the third meeting)
TASKS (Short Form)

Task One / Questions

Task Two / Elements of the Social Studies Curriculum

Task Three / Self Directed Learning

Task Four / Essay Question Development
Additional Assessment(s) / (Not covered in this PowerPoint)
Lesson Plan Draft Assessment – Please see the “Lesson Plan Assessment” section of your Career Switchers Program
Handbook for a thorough explanation of this program requirement. During this module, please complete the
entirety of the “Lesson Plan,” in rough draft form. Please feel free to merge previously worked on sections of the
“Lesson Plan Template” with your additions for this module to complete the task. listed below based on the
content within this module. Please consult the rubric at the end of this syllabus for focus points and assessment
criteria.
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
Task One (Due after first meeting / references Borich Ch. 8)

Considering your lesson plan, construct a set of questions that can be
used to address the seven purposes of questions. Label each item as
convergent or divergent and identify the target(s) in which each
question might be used. Additionally, identify the level of question
being used. Answers will vary based on all of these elements,
including the phrasings of questions. Attempt to make the questions
relevant to your lesson design so that you might use the chart in the
delivery of your lesson later in the CS program, as well as positive in
wording, etc.
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Purpose
Convergent/ Divergent
And LEVEL of Question
Target
Sample Question
(Sample) Getting Interest
and Attention
(Sample) Divergent/
Evaluative
(Sample) More Complex /
Entire Class
(Sample) Given the art and
artists discussed in class,
which artist most
represented the ideals of
the Italian Renaissance?
Getting Interest and
Attention
Diagnosing /Checking
Recalling Specific Facts
Managing
Encouraging Higher Level
Thought Processes
Structuring / Redirecting
Allowing Expression of
Affect
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What Is a Question? (p. 226)
Are We Asking the Right Questions? (p. 227)
What are the Purposes of Questions? (p. 227)
What does Research Say about Asking Convergent and Divergent Questions? (p. 228)
Who are the Targets of Questions (p. 229)
What Sequence of Questions are Used? (p. 230)
What Level of Questions Are Used? (p. 231)
---Matching (pp. 232-236)
What is a Probe? (p. 237)
How Should Wait Time Be Used (p. 238)
What is Culturally Responsive Questioning (p. 241)
What Are Common Problems in Using Questions (p. 243)
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What Is a Question? (p. 226)
How do all of these Examples from Borich constitute questions?
Raise your hand if you know the answer.
Aren’t you going to answer the question?
You said the president can have two terms in office?
The president can have two terms in office?
We all have done our homework today, haven’t we?
Definition of “Question” (Borich)
“Any oral statement or gesture intended to evoke a student response is considered a
question.
Definition of “Effective Question” (Borich)
A question which “evokes a response that actively engages a student in the learning
process.”
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Are We Asking the Right Questions? (p. 227)
Research
(Corey, 1940; Haynes, 1935)
70 to 80 percent = recall of facts / 20 to 30 percent = higher level thinking
(Atwood & Wilen, 1991; Brown, 2001; Brown & Wragg, 1993; Wragg, 2001)
3 of 5 questions = recall / 1 of 5 = managerial / 1 of 5 = higher level of thinking
Student Response:
What is the effect of this unchanging pattern on learning? On society?
Do you agree with Chuska, 2003; Dantonio & Beisenherz, 2001; Power & Hubbard, 1999; Wiske,
1997) that “The behaviors most frequently required in adult life, at work, and in advanced training
– those at the higher levels of cognitive complexity involving analysis, synthesis, and evaluation –
seem to be the least practiced behaviors in the classroom” ?
What is the answer to the question posed as the title of the subsection: “Are We Asking the Right
Questions?”
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What are the Purposes of Questions? (p. 227)
Based on these examples from Borich: What is the function of each question?
(Please note: I’ve changed the order.)
“Did you ask my permission?”
“What did you like about Charlotte’s Web?”
“If you could go to the moon, what would be the first thing you would notice?”
“Now that we have covered the narrative form, are we ready to go on to expository writing?”
“What are the names of the main characters in The Adventures of Huckleberry Finn?”
“What is the meaning of the Latin word via?”
“Putting together all that we have learned, what household products exhibit characteristics associated
with the element sodium?”
Student Response:
Which of the question types above would typically constitute Convergent Questions?
Which would constitute Divergent Questions?
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What does Research Say about Asking Convergent and Divergent Questions? (p. 228)
There’s a good deal of “food for thought” in this subsection. Most importantly,
though, I think the material begets some interesting questions.
How is effectiveness measured in convergent questions?
How is it measured in divergent questions?
Is it even fair to compare the level of effectiveness if “effective” suggests “right” or
“wrong”, concepts contrary to the purpose of divergent questions?
How can a teacher allocate time to the different question types if each demand
significant difference in both time commitment and level of ambiguity of
measurement.
What effect does “getting through the content” have on the ability to teach with a
variety of question types?
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Who are the Targets of Questions (p. 229)
What strategies can you employ regarding the following:
-Less Complex vs. More Complex Questioning
-Phrasing or Framing of Questions
-Use of “Advance Organizers, hints and clues”
-Use of variety of question types based on heterogeneous makeup of class
-Use of variety of question types for differentiation purposes
-Use of the same content with different levels of complexity of questioning
-Use of tentative vs. direct questioning
-Use of follow up questions
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What Sequence of Questions are Used? (p. 230)
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What Level of Questions Are Used? (p. 231)
Borich Readings for Social Studies Content / De Mott
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---Matching (pp. 232-236)
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What is a Probe? (p. 237)
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How Should Wait Time Be Used (p. 238)
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What is Culturally Responsive Questioning (p. 241)
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What Are Common Problems in Using Questions (p. 243)
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Do you know these terms? / Can you provide examples for each?
Convergent Question
Culture-Specific Questioning
Divergent Questions
Eliciting Probes
Probe
Question Sequence
Reacting
Redirecting Probes
Sociolinguistics
Soliciting
Soliticing Probes
Structuring
Wait-Time 1
Wait-Time 2
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Task Two: (Due after first meeting / references Borich Ch. 10)
Considering your lesson plan, identify ways in which you will integrate the
five essential elements of the social studies curriculum. Although your
individual lesson plan may not consist of all five, the unit in which the
lesson lives should consider all of the elements. Additionally, justify your
constructivist approach in terms of the promotion of In Depth Study, Higher
Order Challenge, and Authentic Assessment. Answers will vary based on all
of these elements, and some may promote multiple items. Attempt to make
your answers relevant to your lesson design so that you might use the chart
in the delivery of your lesson later in the CS program. Feel free to include
any notes or explanations of your answers.
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Essential Element
(Sample) Global Perspective
Integration into Lesson Plan and/or Unit
Plan
(Sample) Students will review numerous
pieces of art from various periods and explain
how the Italian Renaissance artwork has
influenced these other pieces.
Promotion of In Depth Study / Higher
Order Challenge / Authentic Assessment
(Sample) In Depth Study /
Higher Order Challenge
(Sample) Notes / Explanation:
An understanding of the spread of ideas is essential in comprehending the impact of the Italian Renaissance on subsequent events in history.
The Democratic Ideal
Cultural Diversity
Economic Development
Global Perspective
Participatory Citizenship
Notes/ Explanations
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Do you know these terms? / Can you provide
examples for each?
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Task Three: (Due after second meeting/ references Borich Ch. 11)
Considering the reading on Self-Directed learning, take notes on the chapter
in the ROSE Quadrant format (i.e. Readings / Observations / Studies /
Experiences). As always, answers may vary.
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Readings: What does the reading say about the topic? This
should be specific to the assigned text.
Observations: What are your personal observations about
the topic? This should be related to the points made in the
reading, but only include observed behaviours / practices
regarding the points.
Studies: What do studies say about the topic? This should be
related to the assigned text and may / may not include outside
research.
Experiences: What are your personal experiences about the
topic? This should be related to the points made in the
reading, but include only experiences you have personally
gone through.
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Do you know these terms? / Can you provide
examples for each?
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
Task Four: (Due after third meeting/ references Borich Ch. 13)

Considering the content in your lesson plan write one essay question.
Analyze the quality of your question using the criteria found on pp. 392394. Some criteria may not apply. Offer suggestions for improvement
and/or provide examples of expected results from your question. You
may wish to reference Chapter 5 for Key Verbs and Appendix C for Mental
Processes as you complete the task.
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SAMPLE Question (First Draft): List the impacts the Renaissance had on society.
Identify the Key Verb(s) in the posed question (See Chapter 5): “List”
Learning Outcomes
Suggestions for Improvements
(Strong, Moderate, Poor, N/A)
Analysis of Relationships
Poor
Should include a more specific element of “renaissance”, and
narrow the definition of “society”
Compare / Contrast Positions
N/A
N/A
State Necessary Assumptions
Poor
Identify Appropriate Conclusions
Poor
Explain Cause and Effect Relations
Moderate
Make Predictions
N/A
Organize Data to Support a Viewpoint
Poor
Point out Strengths and Weaknesses
N/A
Integrate Data from Several Sources
Poor
Evaluate the Quality / Worth of an Item
/ Product / Action
Poor
Assumes that the renaissance is impactful. Question should
allow student to bring this out.
Question should allow student to draw a conclusion as to why
and/or how the renaissance made an impact.
Although there is a definite cause/effect aspect to the question,
there is not any room for an explanation of the relationship.
N/A
No viewpoint can be presented if there is only listing taking
place.
N/A
The answer to this question should allow for multiple sources to
prove the student’s point. However, this is limited due to the
wording of the question.
There is an invitation to evaluate what causes an impact,
however the lack of explanation / elaboration disallows for an in
depth evaluation.
SAMPLE Revised Question: Consider the works of two artist from the Italian Renaissance. Illustrate how each artist
promoted the ideals of humanism, and explain how these ideals transferred into the political, economic, and religious views of
European Society of the 15th and 16th centuries.
Identify Key Verbs: “Consider”, “Illustrate”, and “Explain”
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Question (First Draft):
Learning Outcomes
(Strong, Moderate, Poor, N/A)
Analysis of Relationships
Suggestions for Improvements
Compare / Contrast Positions
State Necessary Assumptions
Identify Appropriate Conclusions
Explain Cause and Effect Relations
Make Predictions
Organize Data to Support a Viewpoint
Point out Strengths and Weaknesses
Integrate Data from Several Sources
Evaluate the Quality / Worth of an Item
/ Product / Action
Revised Question:
Identify Key Verbs:
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Do you know these terms? / Can you provide examples
for each?
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Task
Excellent
(3 pts.)
Above Average (2
pts.)
Average
(1 pt.)
Below Expectations
(0 pts.)
Task One / Questions
Candidate shows
understanding of
question types and
relates items on chart
to specific lesson
Candidate shows
understanding of
elements of social
studies curriculum and
clearly communicates
its relevance in terms
of designed lesson.
Candidate shows
understanding of
concepts presented in
the self directed
learning chapter and
uses ROSE Quadrant
appropriately
Candidate uses chart to
improve question
technique and shows
deep understanding of
the analysis necessary
to create effective
essay question.
Most (not all) of the
items in the chart are
appropriately assigned
/ explained.
At least half of the
items in the chart are
appropriately assigned
/ explained
Little to no
understanding is
evident in the
submitted work.
Most (not all) of the
items in the chart are
appropriately assigned
/ explained.
At least half of the
items in the chart are
appropriately assigned
/ explained
Little to no
understanding is
evident in the
submitted work.
Most (not all) of the
items in the chart are
appropriately assigned
/ explained.
At least half of the
items in the chart are
appropriately assigned
/ explained
Little to no
understanding is
evident in the
submitted work.
Most (not all) of the
items in the chart are
appropriately assigned
/ explained.
At least half of the
items in the chart are
appropriately assigned
/ explained
Little to no
understanding is
evident in the
submitted work.
Task Two / Elements
of the Social Studies
Curriculum
Task Three / Self
Directed Learning
Task Four / Essay
Question
Development
Borich Readings for Social Studies Content / De Mott
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Criteria /Description
Excellent
Below Expectations
Lesson Set sufficiently stimulates
thinking of the students, and sets up
the lesson as a whole.
Rationale justifies the purpose for
the lesson in terms of relevance to
the student and/or significance
within the context of what is being
taught.
Techniques and Activities clearly
indicates process order, estimated
time of delivery, clear distinctions
of what the teacher is to do within
that numbered activity, and what
each student is to do. Each activity
is explained in a way which is
observable. Content is referenced,
but not necessarily included. All
levels of the guided process of
learning are evident. The
techniques and activities include
expansion opportunities and
independent practice.
Lesson Closure shows evidence of
student engagement in the
summation process and / or
reflection of the significance of the
lesson.
Lesson Set is unrelated and/or
does not engage the students.
Procedures
Lesson Set The activities in this section capture the student's attention, stimulate their
thinking and help them access prior knowledge (e.g., KWLH; discrepant event, inquirybased question/activity; free write; reading from piece of literature; demonstration, etc.).
Rationale Describe how you will relate this lesson to previous learning and to real-life
experiencesto explain the importance of the learning to the students.
Techniques and Activities List the step-by-step activities in sequential order as they occur
in the lesson.
Be sure to clearly identify what is to take place in the lesson.
Include a variety of teaching strategies (methods).
Activities are to be student-centered (e.g., solve problems, construct models, design and perform
experiments, read authentic resources,answer open-endedquestions, support ideas with evidence,
compose, analyze and interpret maps, draw conclusions).
Include guided process of learning.
Include the opportunities students will have to expand and solidify their understandingof the
concept and/or apply it to a real-world situation.
List any independent practice activities.
Lesson Closure How will you close the lesson, summarize the lesson content, relate the
lesson to future lessons, and actively involve the students?
Develop reflective questions that you will pose during the closure.
Describe how you will actively involve the students during the debriefing of the lesson and/or
student presentations.
Borich Readings for Social Studies Content / De Mott
Rationale does not satisfactorily
show larger picture significance
of lesson.
Any of the criteria for techniques
and activities described in the
“excellent” column is missing or
underdeveloped.
Lesson Closure does not relate to
lesson set / techniques and
activities or does not offer
opportunity for reflection or
summation.
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Criteria /Description
Excellent
Below Expectations
Assessment / Evaluation includes
alignment of the assessment to the
instructional objectives and
standards, criteria for achievement /
performance, a plan for assessment
and monitoring progress, and criteria
for student feedback.
Student Products include a
“performance artifact” that is
observable, measurable, and tangible
and creates evidence of student
understanding or mastery.
Any of the criteria for
Assessment/ Evaluation
described in the
“excellent” column is
missing or
underdeveloped.
Procedures
Assessment/ Evaluation Describe the evaluation process that you will use to measure whetherthe
students achieved the instructional objectives.
Describe the criteria for achievement,and performance level.
Describe how you will assess that students have learned.
Describe your methods for monitoring student progress.
The criteria should directly align to the instructional objectives and standards. Describe your plan for
providing feedback to your students.
Student Products Describeartifacts or products students will create as a result of the lesson.
How will these performanceproducts allow you to assess conceptualunderstandingand/or mastery of
procedural skills?
Some examples include: participatein a debate; use evidence to solve a mystery; infer the main idea of a
written piece; propose and justify a way to resolve a problem; design a museum exhibit; applyrules to
particular situations; draw a picture that illustrates what's describedin a story or article; conduct a poll on
consumerpreferences; displayresults graphically; state conclusions in written format; critique a performance
or a work of art; design an experiment; build a model.
Supplemental Activities: Extension and Remediation Extensions are activities for students who grasped
the concepts quickly and need a deeper challenge.
The purpose of extensions is to allow students to further explore the concept in more depth and add a new
dimension in the learning of the content. Extensions should not be more of the same work.
Explore the remediation activities. Include methods to reteach the learning for students who need more
instruction/practice.
Student Products does not
include elements of
observability,
measurability, or
tangibility, and/or does not
provide evidence of
student understanding or
mastery.
Supplemental Activities
are underdeveloped and/or
do not provide significant
variation in depth,
dimension, or modality to
address needs of all
students.
Supplemental Activities addresses
the needs of students who need an
extension and/or deeper challenge.
Activities are related to the main
content, however add depth or
dimension to the lesson.
Supplemental Activities also address
the needs of students who need
remediation and/or reteaching of
material. Activities include variation
of modality in the delivery of the
lesson.
Borich Readings for Social Studies Content / De Mott
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Focus:
Borich
Tasks
Take Aways
Implementation Variations
Task One / Questions
Task Two /
Elements of
the Social
Studies
Curriculum
Task Three /
Self Directed
Learning
Task Four / Essay
Question Development
Borich Readings for Social Studies Content / De Mott
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Focus: Extension
/Controversial Issues
Your Answer
Practical Application
Commentary
In Class Question:
What is the social studies
question you would feel most
uncomfortable asking to a
teenage student? Why?
Extension / Controversial
Issues
Design a set of questions
regarding your controversial
issue.
Extension /
Controversial Issues
Considering your design,
who is the target audience
for this set of questions? If
you’ve a heterogeneous
class, what adjustments
would you make?
Extension / Controversial Issues
How can you apply your design to
the lesson you are presently
planning? If applicable, attempt to
include elements of this chart into
your lesson(s).
Borich Readings for Social Studies Content / De Mott
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Focus
Take Aways
Implementatio
n
Variations
Task One / Questions
Task Two / Elements
of the Social Studies
Curriculum
Task Three / Self
Directed Learning
Task Four / Essay Question
Development
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Focus
Take Aways
Implementatio
n
Variations
Task One / Questions
Task Two / Elements
of the Social Studies
Curriculum
Task Three / Self
Directed Learning
Task Four / Essay Question
Development
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