The opening paragraph of "Teaching for HIstorical Literacy" could have been a paraphrase of conversations that have taken place between my 4th grade team members and myself. We continually share our frustration that the subject of history and social studies are constantly pushed to the "back burner" or are entirely nonexistant in our emphasis to prepare our students for standardized tests. It is so sad to think that we as educators are missing golden opportunities to plant the seeds of good citizenship within our young people. I am in agreement with authors Goudvis and Harvey when they state "in a democracy, history and social studies shouldn't be optional." In our classrooms we are forced to somehow fit those subjects into our day and more often than not they do not get taught.
The four generative practices discussed in the article support and enhance the idea of brain-based learning. And the core principles of brain-based learning were evident in the strategies used in Matthew Reif's classroom. He provides an excellent example of 'teaching to the whole child.'
I believe my big 'takeaway' is knowing I do implement some of the practices outlined in the readings. However, as a classroom teacher I need to allow my students to 'connect logic and inagination' and bring encourage more creative thinking and activities for my students.
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