Differentiation of Instructional Methodologies in Social Studies at the Secondary Level

Abstract

Efforts to derail secondary schools have called attention to the need for instructional practices to address the increased academic diversity within many classrooms. Fifty-eight social studies teachers completed a survey that explored their practices and beliefs about addressing academic differences in their secondary classrooms. The focus of the survey was teachers’ frequency of use and effectiveness of numerous instructional methods. This study was part of a larger research effort including teachers from the primary content areas. Most social studies teachers reported methods focusing on traditional, teacher-directed strategies, and some emphasized group techniques and peer interaction. Examination of the most frequently cited reasons for the effectiveness of methods suggests major emphases on teachers providing reinforcement for strong foundations of learning and learners helping each other. Teachers want and value support from administrators, parents, and colleagues to make changes, and they recognize their need for more training.