STUDENT CENTERED CLASSROOM, THE: Vol 1: SOCIAL STUDIES/HISTORY Review

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STUDENT CENTERED CLASSROOM, THE: Vol 1: SOCIAL STUDIES/HISTORY ReviewThe Student-Centered Classroom Handbook has many strengths. The subject matter of the book is laid out in a logical manner. Johnson is able to provide the reader with a clear picture of the current state of the education system, in particular Social Studies. The information he provides motivates the reader to want to know more. He does this by leading you into agreement of how Social Studies teachers are currently teaching History in a chronological manner, more concerned with getting all the material crammed down the students throats as opposed to making sure that the end result is a student who knows the material in the well-planned curriculum. Chapter 1 is titled, "Why We Do What We Do the Way We Do It?" Johnson uses this phrase throughout the book to make a big impact on shifting the readers thinking from the old content led ways of teaching to a Student-Centered method. The new methods of teaching, based on constructivist theories, are not so much new as they are consistent strategies based on scaffolding. My only gig is that the book is not laid out in a workbook format. I believe that all the great informaiton in the book is hidden in endless paragraphs when it could be chuncked up better for the readers usefulness.STUDENT CENTERED CLASSROOM, THE: Vol 1: SOCIAL STUDIES/HISTORY OverviewWhat does a student-centered social studies classroom really look like? Renowned educator Bil Johnson reveals how to teach social studies so that your students become engaged, active, and responsible learners.This book demonstrates how student-centered strategies can be applied in your classroom. It shows you how to:- Make students' work the focus of what occurs in your classroom- Prepare lesson plans based on what students should know and be able to do- Create a classroom environment revolving around rigorous and creative student activityAlso included are classroom examples of:- Socratic seminars and other forms of group work such as simulations and role playing- Performances and exhibitions- Projects and portfolios- Other demonstrations of student learningWith a foreword by Henry A. Giroux, this book also examines essential questions about teaching and learning, such as:- Why does multiple choice (and "objective") testing dominate schools when it is barely present in the rest of society?- Why don't teachers know what their colleagues do?- Why are external (state/national) tests necessary to create "High Standards"?(150 pp., 2003)

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