2013 summer institutes | change teacher practice change student outcomes remodeling session k-12...
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2013 Summer Institutes | Change Teacher Practice Change Student Outcomes
Remodeling Session
K-12 Social Studies: Generalizations, Learning Activities, and Performance
TasksPARTICIPANT VERSION
Presenting At The Eastern Summer Institutes Presenting At The Western Summer Institutes
Ann Carlock, Consultant Steve Masyada, Consultant
Michelle McLaughlin, Consultant Fay Gore, Section Chief
Disclaimer
The digital tools used during this institute have been helpful to some educators across the state. However,
due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during
this institute.
Session Objectives and Learning Targets
Objectives
Understand how to ensure alignment of the standards, generalizations, and instruction to classroom performance tasks.
Exemplify learning experiences that will lead to mastery of targeted understandings
Learning Targets
evaluate progress toward implementation and instruction of Social Studies Essential Standards according to self-assessment.
articulate the process of aligning learning experiences to performance tasks for effective Social Studies instruction in North Carolina.
share all information and resources from this session with the leaders and teachers within LEAs and schools.
Essential Standards
Crosswalks
Unpacking Documents
Key Terminology
Online Modules
Graphic Organizers
SS Update Webinars
SS Wiki Site
UN
PACK
ING
TH
E ST
ANDA
RDS Concept-Based Lesson
Planning
Online Resources
Classroom Assessment
Samples
Data Literacy
Unit Development
Planning & Design
Templates That Support
Unit Design
Aligning Classroom
Assessments
Disciplinary LiteracyDEV
ELO
PIN
G L
OCA
L CU
RRIC
ULA
INST
RUCT
ION
AL
DES
IGN
Phase I Phase II Phase III
Essential Standards
Crosswalks
Unpacking Documents
Key Terminology
Online Modules
Graphic Organizers
SS Update Webinars
SS Wiki Site
UN
PACK
ING
TH
E ST
ANDA
RDS
Concept-Based Lesson
Planning
Online Resources
Classroom Assessment
Samples
Data Literacy
Unit Development Planning &
Design
Templates That Support Unit
Design
Aligning Classroom
Assessments
Disciplinary Literacy
DEV
ELO
PIN
G L
OCA
L CU
RRIC
ULA
INST
RUCT
ION
AL
DES
IGN
Phase I Phase II Phase III
Activity Example
Self Reflection Assessment
Phase I Phase II Phase III
I/The teachers I support) need more training and support on how to use the support documents (crosswalks, unpacking, terminology).
(I/The teachers I support) have participated in some type of Unit Development Training to be able to follow the process of developing concept-based units.
Activity
Three Minute Self Assessment
Lesson Planning
http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series
Assessing Understanding
The best way to assess conceptual understanding is by crafting a quality performance task.
How does teaching with a performance task in mind differ
from simply assessing for facts?
Begin with the end in mind (KUD) and
work toward assessing for understanding.
Identify the desired results (KUD – Know/Understand/Do).
Design meaningful performance tasks that meet critical KUD’s.
Develop effective criteria to evaluate the results.
Assessing for Understanding
K
U
D
A Quality Performance Assessment Is…
Aligned with generalizations/essential understandings
Authentic/Scenario/Simulation based
Designed to offer students options
Evaluated against clear criteria
Performance Task Template
[What] The Topic: As one of a team of cultural anthropologists, analyze the interactions of the early European settlers and American Indians.
[Why] Generalization(s): Interaction between different groups may lead to cultural
diffusion.
[How]
Student
Performance: Research one aspect of early Native American Indian and European culture (history, arts, religion,
government, daily living, land use...) before and after the interaction between the groups. Drawing from your research, write a case study
describing the obvious impacts or influences that these merging cultures have had on each
other over time. As one member of the anthropological team, present an insightful and powerful speech to the state historical society, using visuals or
multi-media, detailing the positive and negative lessons to be learned from the historical study of merging cultures.
Planning The Learning
Experiences For A Lesson
Learning Experiences:
Are developed after you have designed the performance task
Are the content, understandings and skills that a teacher will need to teach and students will need to learn in order to effectively complete the performance task.
Planning With The End In Mind
Performance Task Template
[What] Topic
[Why] Generalization(s)
[How] Student Performance
The End
Questions to Consider• Do your learning experiences align back to applicable
standards and clarifying objectives?
• Do the learning experiences allow students to engage in the learning within the parameters that would be similar to the expectations of the ultimate performance?
A Learning Experience IS …
Work that allows the learner to have direct experience with a specific action, task, or process that will prepare them for the performance task.
A Learning Experience IS NOT…
The activity alone
A Learning Experience
Let’s View A Few ExamplesActivity Performance Generalization (What Students
Should Understand)
• Recite from memory key passages from the Gettysburg Address.
• In a speech recite passages you have learned from Lincoln’s Gettysburg Address and tell why these passages provide evidence to support the Address being considered a watershed event in American History.
• Watershed events mark turning point in history.
• Design a graphic organizer demonstrating the U.S. system of checks and balances.
• Design a graphic organizer demonstrating the U.S. system of checks and balances. Use the information in that graphic organizer to write a defense as to why they think the system of checks and balances reflects American values and beliefs.
• The values, beliefs, and ideals of a country are reflected in their laws and political documents.
• Draw a Venn diagram showing the comparisons between life as a Athenian citizen and life as a Spartan citizen.
• Draw a Venn diagram showing the comparisons between life as a Athenian citizen and life as a Spartan citizen. Use this diagram to support a speech that could be given to someone from ancient Egypt whom you are trying to convince to come live in Sparta or in Athens.
• People are often introduced to new goods, ideas and opportunities as they move from one place to another.
What’s on your handout?
Standards
Generalizations
Performance Task
Units are available at http://ssnces.ncdpi.wikispaces.net/Unit+Planning+and+Design
These are available online at http://si2013.ncdpi.wikispaces.net/SS+Performance+Tasks
Practice As participants your task now is to craft deliberate
learning experiences that will lead students to successfully demonstrating their knowledge, understanding and skills of the learning.
Working with your partners, craft appropriate and deliberate learning experiences that align with the standards, generalizations, and performance task!
Share out
Information from the group sharing….Why did you select these learning experiences?
Feedback from the groups… Is there anything you feel might have been left out of the deliberate learning experience that should have been included?
Information from the group sharing…. Do you have any other thoughts on what YOU did?
Essential Standards
Crosswalks
Unpacking Documents
Key Terminology
Online Modules
Graphic Organizers
SS Update Webinars
SS Wiki Site
UN
PACK
ING
TH
E ST
ANDA
RDS Concept-Based Lesson
Planning
Online Resources
Classroom Assessment
Samples
Data Literacy
Unit Development
Planning & Design
Templates That Support
Unit Design
Aligning Classroom
Assessments
Disciplinary LiteracyDEV
ELO
PIN
G L
OCA
L CU
RRIC
ULA
INST
RUCT
ION
AL
DES
IGN
Phase I Phase II Phase III
Social Studies Fall Training RESA Dates:
RESA Training Date Region Serving?
September 17 - 18 Region 1
September 24 - 25 Region 2
October 8 - 9 Region 5
October 10 - 11 Region 3
October 16 - 17 Region 4
October 24 - 25 Region 8
October 29 - 30 Region 6
November 6 - 7 Region 7
Homebase
This will be the North Carolina public schools and charters portal for teachers,
students, parents, and administrators. http://www.dpi.state.nc.us/homebase/
Tweet up! There will be a special K-12 Social Studies Twitter
chat this evening to share resources, discuss experiences and address questions related to today’s session!
We will be using TweetDeck.
Please use the following hashtag - #SSSI13
During the twitter session you can address questions
to…
@AnnAnnCarlock
@SocialStudyMasy
@MMclaughlin180
@FGore
For information on 'twitter chats' and establishing a free twitter account, please click each of the links
below.
What is Twitter?What is a 'twitter chat'?What are hashtags (#)?
Establishing a twitter account
3-2-1-
Your Exit Ticket today will be a 3-2-1 Reflection and Feedback. On an index card do the following:
Three --Write 3 things that you feel you will be able to take away from the session today.
Two --Write 2 things you would like to suggest that might strengthen the session.
One --Writer 1 question you still have.
Wiki --Then tell the K-12 Social Studies team how you use the DPI Social Studies Wiki and what type of information you would like to see included in the wiki?