Inquiry is a process that involves exploring resources and materials relating to the human experience. The inquiry method leads to asking questions and making discoveries in the search for new understandings. Inquiry, as it relates to social studies education, should mirror as closely as possible the enterprise of doing real history, geography, political science, economics, or any of the behavioral sciences.
The purpose of discussion is to solicit and involve the students in the exploration of some content. Discussions can require considerable time. The discussion method promotes in-depth understanding and clarification of concepts, ideas, and feelings. Variation of the discussion method may include teacher-centered discussion, student-centered discussion, large or small group discussion, limited role-playing, informal and formal debate, panel discussions, reviews, brainstorming, seminar, and Paideia.
Critical Thinking – “1) Disciplined, self-directed thinking which exemplifies the perfections of thinking appropriate to a particular mode or domain of thinking. 2) Thinking that displays mastery of intellectual skills and abilities. 3) The art of thinking about your thinking while you are thinking in order to make your thinking better: more clear, more accurate, or more defensible. Critical thinking can be distinguished into two forms: "selfish" or "sophistic", on the one hand, and "fairminded", on the other. In thinking critically we use our command of the elements of thinking to adjust our thinking successfully to the logical demands of a type or mode of thinking. See critical person, critical society, critical reading, critical listening, critical writing, perfections of thought, elements of thought, domains of thought, intellectual virtues.”
Foundation for Critical
Thinking
http://www.criticalthinking.org/University/gloss/c.nclk
To best facilitate problem solving activities social studies teachers must “identify and make accessible to students the background knowledge required to think meaningfully about the problem; present students with functional problem-solving models, explaining why each is appropriate to specific tasks; monitor the students’ understanding of the interrelationships of the steps in the model; and identify skills needed for a problem-solving task and explicitly teach students how to perform these operations. Such instruction should include application of the skill to uncomplicated cases in preparation for applying the skill to the problem-solving task that is the focus of learning.”
Maryland Public Schools Best Practices http://www.mdk12.org/practices/good_instruction/projectbetter/social/ss-12-14.html
“Simulations are effective at helping students engage in problem solving in real world contexts. Games, computer software, and reenactments of situations (such as a simulation of a Congressional hearing), are examples of simulations. Simulations and role-plays are wonderful ways to make events from the past or present come alive.” They require in-depth planning and considerable time to do well.
Social Studies Center for Educator
Development
http://www.tea.state.tx.us/resources/ssced/instass/13.htm
“Students love role-playing. They enjoy taking on the identity of others. In the process they learn valuable social studies skills such as developing empathy and seeing situations from multiple perspectives.”
Social Studies Center for Educator
Development
http://www.tea.state.tx.us/resources/ssced/instass/13.htm
The lecture method is probably the most familiar social studies method. Lecturing is a useful way of imparting a great deal of information quickly, but it is passive for students. While the density of most social studies’ curriculums dictate the use of the lecture method, varying it with other methods helps retain your students' interest and attention. The lecture method should allow for student participation and should emphasize different learning styles.
The typical direct instruction teaching strategy includes a review of previously learned material, the presentation of new material, some type of guided practice, a provision for feedback, independent practice, and periodic reviews.