Teacher of History https://www.vistagrande.org/employment

  • Teach 4 PBL curricular units that focus on the 4Ps place, phenomenon, problem, project
  • Students participate in authentic investigations and problem-solving that approximates adult social science literacy and includes original research as well as collection, analysis, and representation of their own thinking
  • Primary and secondary source materials replace textbooks
  • Social studies curriculum includes fieldwork and interactions with experts
  • Curriculum explores the history from multiple and underrepresented perspectives
  • Curriculum integrates with ELA courses
  • Students learn to reason as historians in an unbiased way and based on reliable evidence
  • Students articulate theories, arguments, claims and understandings through rich discourse and writing
  • Use protocols and instructional strategies that lead to generalization and transfer of concepts and procedures
  • Use of diagrams, tables, visual models, and timelines to represent content
  • Students represent and reflect on thinking
  • Students must evaluate multiple perspectives in order to take and defend conditions and consider alternative views.
  • Use tools of inquiry and authentic historical reasoning with accuracy and care
  • Teach comprehension strategies to understand an analyze historical text
  • Teach formal style and objective tone for historical, technical writing
  • Build knowledge by using multiple forms of documents, texts, maps, and media
  • Celebrate and display student work throughout the school
  • Reward curiosity, creativity, and thoughtful questioning
  • Teach students to use graphic representations, models, and peer teaching to demonstrate understanding of history
  • Use multiple methods of assessment
  • Write learning targets to address concept knowledge and understanding, historical thinking, craftsmanship, and application of research methods in history
  • Use frequent checking for understanding techniques to check for misconceptions
  • Track student discourse as an assessment tool
  • Use writing-to-learn activities
  • Explicitly teach academic vocabulary
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