Cory Wright-Maley

On “Stepping Back and Letting Go”: The Role of Control in the Success or Failure of Social Studies Simulations

Abstract This comparative case study presents one key challenge that 2 experienced teachers faced when using simulations: control. Simulations are activities that place high demands on teachers, including the ability to anticipate pitfalls in advance, act in multiple capacities, shape the direction of the activity without unduly interfering, and to be comfortable with the structured chaos that simulations engender. Together these demands strain teachers’ restraint when it comes to control. Utilizing a series of interviews, observations, teacher visions of practice, and documents related to the simulations and context, data were collected on experienced teachers’ perspectives and practices with simulations. As this article indicates, the use of simulations requires teachers to engage in (soft) control that is applied both subtly and conservatively to maintain simulation’s dynamism, verisimilitude, and students’ productive engagement. Without such discretion, (hard) control serves as a destructive form of intervention, serving to undermine these teachers’ articulated goals. Although simulations are the instrument of this investigation, the findings presented in this article are relevant to the larger challenges social studies teachers face in their struggle with control as they aim to teach in more powerful and student-centered ways.

We Need To Talk: Improving Dialogue between Social Studies Teachers and Museum Educators

Researchers have argued for increased collaboration between teachers and museum educators to improve the outcomes of museum education on students; however, significant gaps in understanding between the two remain impediments to effective collaboration. We surveyed fifty-one museum educators, conducted in-depth interviews with ten of these respondents, and analyzed the data with use of an inductive lens. In this article we use a composite dialogue between a museum educator and a teacher to present a series of questions teachers should ask of, and information they should provide to, museum educators. Such questions and information can be used to initiate more effective collaborative relationships that may ultimately improve the quality of museum education for our students. We argue that gaps in museum educators’ understanding about teachers’ needs, objectives, and concerns about museum visits could be bridged if teachers knew what questions to ask and what information to volunteer to museum educators before arranging a museum visit.

Experiencing the Needs and Challenges of ELLs: Improving Knowledge and Efficacy of Pre-Service Teachers through the Use of a Language Immersion Simulation.

Abstract Pre-service teachers need to understand how to support ELLs in their future classrooms, yet evidence suggests that pre-service ELL training may not be as effective as we need it to be. One promising strategy for increasing pre-service teachers’ efficacy and knowledge around teaching ELLs is through a shock-and-show simulation. This strategy incorporates a Swedish-language immersion experience that simulates what it may like to be an ELL and the strategies that can help support these students. There were two phases: a lesson with limited scaffolding (shock) and an extensively scaffolded lesson (show). Our participants included 87 pre-service teachers who filled out pre- and post-surveys, including closed- and open-ended questions. t-Tests were used to determine whether differences in the scores from the two surveys were significant. We analyzed qualitative data using an interpretive approach to the development of codes, categories, and themes, which we triangulated with descriptive statistics to describe the frequency of the emergent codes. Our findings suggest that shock-and-show experiences may benefit pre-service teachers’ knowledge and efficacy around ELL instruction. We theorize that the emotional component of the experience connected to the cognitive aspects may help foster greater learning among pre-service teachers concerning the difficulties and needs of ELLs.

Bitter Challenge; Swede Success: Simulating Language Learning Experiences in Social Studies Classrooms

This chapter describes a simulation social studies activity teacher educators (TEs) can use in their methods courses or to facilitate professional development to P/ISTs (preservice and in-service teachers). The simulation itself demonstrates that effective English language learning can take place within content-specific classrooms without “dumbing down” the curriculum. To explain the simulations effect, we utilize theories of enacted learning and the interactive role that orientations, goals, and resources play in supporting or disrupting effective teaching practices. We conclude this chapter by offering suggestions on how to further develop P/IST understanding and practice with effective language development strategies such that they can improve their own teaching of social studies in ways that respond to a growing body of students in North America.

Soft Overcomes Hard: Simulation Leadership as Mediation of Choice Architectures

Teachers, many of whom are trained to lead their students through learning activities, as a director of learning processes may find that they struggle to use simulations. Simulations—dynamic, chaordic, and often unpredictable—tax the conventional model of classroom leadership; they require instead a leadership model that is flexible, responsive, and equally dynamic. Simulations are activities that typically represent processes or systems that flow and develop from their own inertia. Teachers who use this approach to learning need not be involved as overtly in the process of the simulation as they do with more traditional teaching activities. Yet, it can be difficult for teachers to reimagine a leadership role that largely removes them from the activity. As a result, they may impose themselves in ways that are disruptive to the natural flow of the simulation. In this paper, I propose a conceptual framework to help teachers reimagine their role as leaders in simulations. This framework draws on work in the field of behavioral economics to help teachers to engage in the simulation leadership process less directly and yet more effectively by adopting a leadership approach based in libertarian paternalism through the use of design architectures.

“Their definition of rigor is different than ours”: The promise and challenge of enactivist pedagogies in the social studies classroom

Abstract The theoretical justification for enactivist approaches to learning is just beginning to emerge, and remains largely theoretical. Enactivism conceptualized as play beings us closer to the heart of the question about how play-based social studies might look. Recent research in simulations and games—forms of play—help to reveal some of the potential of the enacted domain. This paper attends to the (inter)subjective perspectives and lived experiences of two veteran middle school teachers who use play as a regularly occurring feature in their social studies teaching classes, which they co-construct and co-teach. Using a basic interpretive approach to research, this paper serves to highlight these perspectives and experiences as related by the participants in an effort to contextualize a highly theoretical approach to learning. Throughout this study, participants revealed their perceptions that the pedagogies of play are challenging but invaluable tools with which to approach social studies teaching. In doing so, this paper will help to illuminate some potential promises and pitfalls that an enactivist approach to social studies presents for the teachers.