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Secondary Social StudiesSecondary Social Studies
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NormsNorms• Be constructively engaged.Be constructively engaged.
• Share your best thinking.Share your best thinking.
• Listen actively. Assume positive Listen actively. Assume positive intent.intent.
• Model the attitude of a life-long Model the attitude of a life-long learner. learner.
• Take care of your needs.Take care of your needs.
Enjoy the Day!Enjoy the Day!
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Today’s GoalsToday’s Goals• Teachers will Teachers will
examine critical features and examine critical features and enhancements of the HISD curriculum enhancements of the HISD curriculum documents.documents.
use the HISD curriculum to identify use the HISD curriculum to identify assessment FOR learning opportunities assessment FOR learning opportunities (formative assessments) and discuss (formative assessments) and discuss effective use in their classrooms.effective use in their classrooms.
use the enhanced HISD Curriculum use the enhanced HISD Curriculum documents to plan effective and aligned documents to plan effective and aligned instruction to meet diverse student needs.instruction to meet diverse student needs.
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Graphic Organizer forGraphic Organizer forPersonal Goal Setting and Personal Goal Setting and
FeedbackFeedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale:
1.1. No knowledge of this or its use No knowledge of this or its use
2.2. Heard of it but don’t know much about itHeard of it but don’t know much about it
3.3. Familiar with this and use it from time to Familiar with this and use it from time to timetime
4.4. Very familiar with this component and use Very familiar with this component and use it frequently for planning and instructionit frequently for planning and instruction
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Goal Setting• Reflect on the Graphic Organizer
• Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum.
• Based on your reflection, write at least one learning goal for your work today.
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Recording DataCategory
My current understanding of the purpose of this
component
My understanding at the end of the day of this
component
Learning Focus
Key Concepts/Key Skills
ELPS/CSLAEKS
LLTW strategies
Essential Understandings
Guiding Questions
Power Objectives
Formative Assessments
Technology Enhancements and Resources
Renzulli Learning
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Critical Features Critical Features and Enhancements and Enhancements
of the HAPGsof the HAPGs
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ELPS icon
LLTW icon and
link
Generic Descriptions
of components of the HAPG
TAKS links and
other resource
s
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Enhanced ComponentsFor 2009-2010
• Key Concepts/Key Skills• ELPS• Formative Assessments• Essential Understandings• Guiding Questions• Literacy Leads the Way
Strategies• Renzulli Learning
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Key Concepts / Key Skills• Concepts share common
attributes, and are timeless, universal, abstract, and broad.
• Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life.
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concepts – exploration, ESP push/pull factors, pioneer, cooperation…
skills –cause/effect, analyzing primary /secondary sources, ESPN categorization…
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English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)
•PurposePurposeMake content comprehensible Make content comprehensible
bybyo Pairing content and language Pairing content and language
objectivesobjectiveso Addressing students’ Addressing students’
language levelslanguage levelso Building academic languageBuilding academic language
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•Student expectations Student expectations categoriescategoriesLearning StrategiesLearning StrategiesListening, Speaking, Listening, Speaking, Reading, WritingReading, Writing
English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)
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English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)
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ELPS Correlation PracticeELPS Correlation Practice• Choose an objective from the HAPG Choose an objective from the HAPG
withwithan ELPS correlation.an ELPS correlation.
• Read the instructional considerations Read the instructional considerations and strategies columns.and strategies columns.
• Using the ELPS handout, identify other Using the ELPS handout, identify other ELPS objectives that might connect to ELPS objectives that might connect to this HISD objective.this HISD objective.
• Use a Think-Aloud to explain your Use a Think-Aloud to explain your reasoning.reasoning.
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Formative AssessmentsFormative assessments represent an ongoing process in which teachers use multiple examples of student work to:
monitor and adjust instructionprovide feedback for studentsmeasure the extent to which
students have made progress toward a learning target
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Essential Essential UnderstandingsUnderstandings
EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures.
EUs reflect the deeper understandings associated with specific factual content.
EUs can be tested against and supported by facts.
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Guiding Questions
Guiding questions engage student Guiding questions engage student thinking at the analysis level or thinking at the analysis level or higher and facilitate students’ higher and facilitate students’ thinking towards the Essential thinking towards the Essential Understandings.Understandings.
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Literacy Leads the WayLiteracy Leads the Way
10 Best Practice Strategies10 Best Practice Strategies Same across all content areas for Same across all content areas for
student masterystudent mastery
Aligned to Marzano’s categoriesAligned to Marzano’s categories
Linked to Literacy Leads the Way Linked to Literacy Leads the Way flipchart with ELL accommodationsflipchart with ELL accommodations
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Literacy Leads the WayLiteracy Leads the Way 10 Best Practice Strategies 10 Best Practice Strategies
KWLThink-Pair-ShareFrayer ModelSummary FramesTwo-Column Notes
RubricsThink-AloudRAFTAnticipation GuideGraphic Organizers
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Literacy Leads the Way Literacy Leads the Way (LLTW)(LLTW)
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LLTW Strategies with ELL LLTW Strategies with ELL AccommodationsAccommodations
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Review Enhanced Components
Using Two-Column Notes• Key Concepts/Key Skills• ELPS• Formative Assessments• Essential Understandings• Guiding Questions• Literacy Leads the Way
Strategies• Renzulli Learning
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AssessmentAssessment
Assessment FOR LearningAssessment FOR LearningAssessment OF LearningAssessment OF Learning
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Define “Assessment”Define “Assessment”Using Frayer ModelsUsing Frayer Models
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Research behind Formative Assessments:
Research indicates that formative assess-ment can significantly improve student learning. Yet this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003).
Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. Assessment for Learning. New York: Open Univ. Press,
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Formative AssessmentFormative Assessment
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Summary FrameSummary Frame• The purpose of Formative The purpose of Formative
Assessment (Assessment FOR Assessment (Assessment FOR Learning) is to _______.Learning) is to _______.
The purpose of Summative The purpose of Summative Assessment (Assessment OF Assessment (Assessment OF Learning) is to _______.Learning) is to _______.
• Formative and Summative Formative and Summative Assessment are alike in that they Assessment are alike in that they both _______. both _______.
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InstructionInstructionUsing the HAPG forUsing the HAPG for
Effective Lesson PlanningEffective Lesson Planning
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Schema for Lesson Schema for Lesson PlanningPlanning
•GGoal oal
•AAccess prior knowledgeccess prior knowledge
•NNew informationew information
•AApply Knowledgepply Knowledge
•GGeneralizeeneralize
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GOAL
GOAL
AP
New
New
APK
GEN
HomeworkIdeas from here and the text
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Lesson Planning Lesson Planning Work in content and/or grade level groups to begin planning one lesson using the HAPG and the GANAG planning template.
Display ideas on chart paper for a Gallery Walk
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Graphic Organizer forGraphic Organizer forPersonal Goal Setting and Personal Goal Setting and
FeedbackFeedback In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale:
1.1. No knowledge of this or its use No knowledge of this or its use
2.2. Heard of it but don’t know much about itHeard of it but don’t know much about it
3.3. Familiar with this and use it from time to timeFamiliar with this and use it from time to time
4.4. Very familiar with this component and use it Very familiar with this component and use it frequently for planning and instructionfrequently for planning and instruction
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Links to Department
Websites
www.houstonisd.org/portal/site/Curriculum
CCAP; district CBA information;
TAKS
Literacy Commitments
and LLTW website
Curriculum Documents;
Power Objectives;
Links to TEA42
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Feedback in CLEAR Online
HAPG Feedback Form
Complete and submit
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We want to hear from We want to hear from you. You will be you. You will be
receiving a survey. receiving a survey. Please respond.Please respond.
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Thank You!Thank You!
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