For this month's Social Studies Superstar Spotlight we have a very special guest interview. When I began my journey as a budding educator I began to research extensively so I could become the best possible teacher I could be. One name kept popping up during my research. That person was Glenn Wiebe. He seemed to be on the cutting edge of everything social studies related. He was always posting amazing ways to make history come alive and he also had a wealth of ed tech resources that he shared on his blog. His passion for the social studies has inspired me to begin blogging and sharing any resources that I came across. His practical tips for teaching social studies can be applied to rookies and veterans alike. Chances are, whether you know of Glenn or not, you have used a strategy or two (or ten) of his at some point in your career. Once again, the purpose of the Social Studies Superstar Spotlight (other than highlighting my incredible alliterative skills) is to share the strategies and teaching philosophy of master social studies teachers with others in the field. Enjoy!
|The man, the myth, the legend|
After 15 years in middle school, high school and college classrooms, Glenn Wiebe now spends his time as an education and technology consultant excited about the learning process and the power teachers have in shaping that process. He enjoys facilitating conversations on the intersection of social studies historical thinking and technology integration.
Glenn began his teaching career at Derby Middle School, finding ways to help thirteen year olds enjoy American History. He earned a Master’s in American History in 1995 and continued developing innovative practices and sharing them with his students. That was followed by five years working in higher education, designing effective instruction and integrating video games into social science classrooms at Tabor College. He now travels across the country as an ESSDACK education specialist providing keynotes, presentations, and curriculum development.
Glenn's passion for social studies was kindled in elementary school when h fell in love with his first National Geographic map. Even at a young age, Glenn was beginning to understand what Robert Louis Stevenson meant when he described his treasure map as having the “power of infinite, eloquent suggestion.” Mr. Wiebe's passion for history and the social studies continued to grow and is now expressed in sharing that passion with others.
Today, Glenn writes almost daily at History Tech, a 2014 Edublog finalist, and maintains Social Studies Central, a repository of resources targeted at K-12 educators cited in national professional journals. You can find those at:
Starting in 2013, Glenn acted as co-chair for the Kansas State Department of Education social standards writing and assessment committee and is currently serving as president of the Kansas Council for the Social Studies. As director of two US Department of Education Teaching American History grants, Mr. Wiebe introduced the use of mobile learning technology to middle and high school teachers while supporting research-based instructional strategies. Glenn also travels frequently to assist schools as they integrate Apple and Google products.
1. What made you decide to become a social studies educator?
I can’t remember a time when I wasn’t a history nerd. Growing up I would read old National Geographic magazines and collect the maps. I spent time writing national parks and asking them to send back materials. And have always read historical non-fiction books - with special memories of Shelby Foote.
But teaching social studies wasn’t my first choice. I started out hoping to be a print journalist and only later in my college career did I add a secondary ed major. There wasn’t any one event that changed my mind. But I had some phenomenal history and social studies teachers - Mrs. Kotter in 5th grade, Mr. Evans in middle school, and Mr. Tomayko in high school - and some that were . . . well, not as good. I begin to realize that I wanted to find ways to help others love history as much as I did.And the more I taught, the more I began realize how incredibly important that educated, competent, reasonable citizens are to a successful democracy. So I hung around.
I don’t think kids should have a choice about what skills they leave our classrooms with - they all need to be able to solve problems, to weigh evidence, be open minded and open to compromise, be able to communicate solutions, and work for change. But within reason, we should allow students the flexibility to study the content of their choice as they develop those skills. We can provide choice in how they demonstrate competency in those skills. And I think we should allow students to select the kinds of tools they use while collecting evidence, collaborating with others, and creating / communicating solutions.
Early in my teaching, I rarely if ever reflected intentionally on best practice. It was never something discussed during my pre-service training. Only later did Michael Ortmann, one of my early unofficial mentors, gently suggest that effective teachers - like any craftsman - must always be thinking about ways to hone their craft. A now forgotten article encouraged me to ask students to reflect on their projects after they were finished. This was a huge aha moment for me. Good for kids? Probably good for me.
2. In what ways have you used academic choice for students in the classroom?
3. What is your process for reflecting on a lesson as a teacher?
So I began to be more intentional about asking questions that focused on lesson and unit design. I would ask students what they liked or didn’t like and why, through informal conversations and more formal evaluations. I asked other teachers to review my lesson plans. I set up a video camera and recorded lessons, looking for ways to improve. Even today, I ask others to watch what I do.
And with tools such as #sschat, Google Hangout, and the TPS Network, asking others to help us and to provide advice has never been more powerful.
4. In what ways do you get students to reflect on their work?
The biggest challenge is often convincing students that self-reflection is a good thing! We just need to make it something that we always ask kids to do, either formally or informally. But this should always include these sorts of basic questions:
- What is the most important thing you learned?
- What do you wish you'd spent more time doing?
- What was your best work?
- How could your teacher change this project to make it better next time?
I ran across a handy student reflection piece aligned with Bloom’s Taxonomy several years ago from Peter Pappas that I like and share with teachers.
And the PBL movement is big on the integration of self-reflection so stuff like this from the Buck Institute is also really good:
5. What are some of the social studies specific skills that you want your students to have after taking your class?
This truly is the question we should be asking! I always start with my C4 Framework - Collect, Collaborate, Create, Communicate. I want teachers to train kids to be able to gather and organize information needed to solve a problem, work effectively with others, create a solution to the problem, and share that solution appropriately.
Reading a variety of primary and secondary sources so that it is possible to:
- find relationships and supporting details.
- evaluate an argument or claim citing evidence in support of, or against, the argument or claim.
- analyze two or more texts on the same topic drawing conclusions about the similarities and differences.
- evaluate information from various formats.
- to support a claim, or make an argument using evidence, logic, and reasoning.
- to inform or explain an event, relationship, position, or opinion.
- by applying the appropriate technologies for the purpose and audience.
- by gathering multiple sources of information and integrating them into short and long term projects.
Communicating effectively by:
- collaborating with diverse partners.
- presenting information in textual and contextual formats.
- using multiple modes of communication and adjusting presentations to meet the requirements of the task or audience.
6. What are some ways that you include primary sources in your lessons?
I’m excited that more teachers are integrating primary sources into their instructional designs. The more we have kids use all sorts of evidence as part of what they do, the better. This could be primary sources but might also be things such as secondary sources, textbooks, Wikipedia, fiction, maps, charts, graphs, or even video and board games.
So I think the question can be altered just a bit: “What are ways to include the effective use of evidence in our lessons?” And there are so many ways that teachers do this. But if we focus just on primary sources, here is a list of a few ideas that have worked for lots of teachers:
Some specifics. Use primary sources:
- As hook activities like this one using Google Earth:
- Use primary sources to corroborate other pieces of evidence.
- Use primary sources to tell the stories of those not so famous or who have often been marginalized.
- Use primary sources to develop dialogue between historical characters. (The musical Hamilton is a great example of this.)
Be sure to scaffold understanding by using graphic organizers:
Take advantage of activities at sites like Reading Like a Historian / Beyond the Bubble from the Stanford History Education Group and Historical Thinking Matters.
7. Do you use PBL? If so, what types of projects do you assign your students?
Having kids solve problems or create projects / products is at the core of historical thinking skills. One example we’re going to try this fall is to create a 1/3 scale model of the CSA submarine Hunley. Groups of students in different schools will research and build different parts of the submarine and ship them to another school. This school will attempt to construct the final model live on Google Hangout using all of the pieces. Fingers crossed!
8. What were some strategies that you use to make social studies come alive in the classroom?
My new favorite tool is the idea of virtual reality. Using Google Cardboard or other VR tools can put kids right in the places they’re learning about and can be very effective in hooking kids in wanting to learn more.
9. What is the place of technology in the social studies classroom? What are some tools and programs “doing it right?”
Kids need to be using the types of tools and technology that people in the real world are using. And they need to be using those tools in context. Too often, I hear and see of computer science teachers who are drilling kids in how to create a Microsoft Word document. The STEAM movement has been great for helping schools and teachers use a variety of tech tools as part of the discipline specific learning.
Some of my favorites:
- Smithsonian Learning Lab
- National Archives DocsTeach
- Zoom In
- the entire Google ecosystem including virtual reality tools like Cardboard and Expeditions
10. What are some strategies you use to reach struggling learners? What are some strategies you use to extend the learning of advanced learners?
Graphic organizers work for all types of learners. Visuals, such as graphic novels and infographics, are also effective tools. Scaffolding and incremental instruction can be powerful strategies. Timelines are great for showing cause and effect.
A couple of things for advanced learners: Work to find opportunities outside the classroom and advanced learners need to the opportunity to work with other learners. These two ideas can often be combined.
But I was told once that what works for advanced learners works for all. A good strategy is a good strategy.
11. What role to textbooks have, if any, in social studies education?
I think textbooks are one part of the evidence piece. Textbooks aren’t the most exciting thing to read but they can provide some basic, foundational knowledge. We should also be using Wikipedia as a basic info source BTW. But we shouldn't be using textbooks as our only, or our best, information source. It’s just one piece of the puzzle.
12. How do you make your curriculum culturally responsive to diverse classrooms?
The first step for many educators is to realize that they, intentionally or otherwise, teach from positions of privilege. And then be willing to view their jobs different. Some good resources to help with both of those things:
Between the World and Me
by Ta-Nehisi Coates
by Ta-Nehisi Coates
For White Folks Who Teach in the Hood . . . and the Rest of Y'all Too: Reality Pedagogy and Urban Education
by Christopher Emdin
Southern Poverty Law Center
Southern Poverty Law Center
13. Where do you go for the best social studies methods, practices and lessons?
Library of Congress
Stanford History Education Group
14. What final words of advice do you have for new and veteran social studies educators out there?
- I often talk about creating a sense of “academic discomfort” in the minds of students. Teachers should work to create questions and problems for students to solve that don’t have obvious or easy answers.
- Be learners. Read history. Read fiction. Follow current events. Learn about the brain and how it works. Join a PLC. Ask about best practice.
- Great teachers work to filter out the negatives that don’t matter and project a passionate and positive attitude.
Well there you have it folks. I don't know about you but I know I discovered so many great resources and tips for being a master social studies teacher during the course of this interview. Glenn is certainly leaving his mark on the education world and my only hope is that the up and coming teachers such as myself, and many of you out there, live up to the incredibly legacy that Glenn is leaving in his wake. That's all we have for this week. Until next month's Social Studies Superstar Spotlight, keep getting better!