moms calling for tighter gun control laws march across...

Department of Social Sciences

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SESSION TITLE: To Rigor and Beyond! Creating knowledgeable Social Scientists through rigorous instruction yielding an overall increase in student performance.AUDIENCE: Senior High School Social Science TeachersFACILITATOR: Ms. Kelly Webner, CSS, Department of Social SciencesCO-FACILITATOR: Ms. Marion Chase, Supervisor, Social Sciences, Education Transformation Office

RESOURCES: http://socialsciences.dadeschools.netPaper Slide Video Instructions:http://www.bing.com/videos/search?q=how+to+make+a+paper+slide+video&FORM=VIRE1#view=detail&mid=26D608844157D627E13026D608844157D627E130OUTCOMES: Upon the conclusion of this synergizing presentation, participants should be able to attest to the accuracy of the following statement:

“I understand how the subject area of social sciences is a valid and useful vehicle to increase students’ content knowledge and skills as well as improve students’ literacy and writing abilities. I have a clear path to how I need to improve the teacher quality of my Social Sciences department so teachers can plan rigorous and engaging lessons that yield positive outcomes in student performance.”

GUIDING QUESTIONS: What do best practices look and feel like in a rigorous Social Science classroom?

How do rigorous best practices in Social Sciences improve student literacy and writing skills?

How can infusion/use of technological resources support and increase student engagement?

How can I support effective progress monitoring in Social Sciences?

How can I set the wheels in motion to improve the quality of Social Science teachers?

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http://www.bing.com/videos/search?q=how+to+make+a+paper+slide+video&FORM=VIRE1#view=detail&mid=26D608844157D627E13026D608844157D627E130



http://socialsciences.dadeschools.net/

WHAT? SO WHAT? NOW WHAT?5 minutes:Introduction of facilitators and overview of guiding questions.

Review session agreements:Be present, attentive, and active; Be open-minded; Trust the process; Try out something new then, reflect; Acknowledge each other as equals; Assume good will; Expect it to be messy; Confidentiality is supported; Speak from your heart; Get what you need.

20 Minutes:Block Party: A Pre-Reading Text-Based Activity.Article/Blog: Why History Teachers Lecture? See article and protocol on the following pages. See text on index card provided.Whole Group Debrief:What’s the validity of the information presented? What ramifications does the information have for your social science team? Note: Article/Blog included in the agenda on the next page.Reflection Time: So What? Now What? (How does the content of this article shape your future work?)

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Why do so many [HS] history [social studies] teachers lecture so much?

24FridayAPR 2015

POSTED BY GRANTWIGGINS IN GENERAL≈ 117 COMMENTS

Really, why do HS teachers lecture so much? Almost every HS I go to I see And you needn’t take my anecdotal word for it. For the past year, students taking our survey have been asked to respond to questions about use of time

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https://grantwiggins.files.wordpress.com/2015/04/where20most20lectures20chart_q22_150423.png

So, half of HS teachers lecture at least 3/4 of the period regularly – some all period.

We also asked students what they think the ideal amount of lecturing is. Interestingly, below is not only the aggregate data, this is almost a universal answer across each school – there is practically no range on the answer to this question:

My question is basic, history teachers. Given that most history textbooks are comprehensive and reasonably well-written, why do you feel the need to talk so much? Your colleagues in science and English, for example, do not feel the same urge.

And PLEASE don’t tell me there is ‘so much to cover’ – that is silly. You are paid to cause understanding, not on how many words you speak. And don’t tell me you can’t do projects and simulations. My old friend and former colleague Mark Williams has prepared kids for AP for decades by doing cool simulations and performance challenges (e.g. Silk Road trading game plus debrief, editorial team decision on how to

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https://grantwiggins.files.wordpress.com/2015/04/chart_q23_150423.png

https://grantwiggins.files.wordpress.com/2015/04/right20amount20of20lecture-chart_q24_150423.png

eulogize Sam Colt, etc.). The best teacher I have ever seen at the HS level, Leon Berkowitz at Portland HS years ago, organized his entire history course using the Steve Allen Meeting of Minds format.

Furthermore, most history programs have mission/goal statements that identify skills, performance abilities, and critical thinking that should be highlighted. (And the new AP framework which also does so is based on UbD.) That requires coaching kids to do things.I can only see two good reasons for lecturing at length, sometimes, in history:

1. You have done original research that isn’t written down in a book

2. You have rich and interesting knowledge based on research that can overcome confusions and missing elements in the current course.

I am NOT saying “Don’t Lecture.” I am wondering why you do it so much, more than I think reasonably is necessary to achieve your goals. (You might want to read the research on lectures while you’re at it, especially the forgetting and disengagement that comes after 20 minutes for college learners, never mind HS kids).What am I missing? Or: what might you do differently for 3/4 of the period, to engage and equip students? I think any reasonable job description of “teacher” demands that you rethink this habit.

PS: A number of tweets and a few comments below cite the reason as: “Kids can’t/won’t read the text.” But then that is a more serious problem than you lecturing all the time: they will be utterly unprepared for college at any level. Why isn’t this treated as a departmental priority? Why aren’t you looking for better books? Why aren’y you proving them with better incentives to read (e.g. necessary for simulations, debates, and

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https://grantwiggins.files.wordpress.com/2015/04/ms20only20lecture20chart_q22_150424.png

Seminars)?PPS: In response to a query: the data for just MS students:

A guest post on (too much) Lecturing in HS History

30ThursdayAPR 2015

POSTED BY GRANTWIGGINS IN GENERAL

In a previous post, I posed the question – based on student survey data and my own observations over the years – why do HS history teachers lecture so much? It generated more lengthy and numerous comments than almost any post in the history of this blog.In that post I mentioned my old friend and former colleague Mark Williams who is as good as anybody I have ever seen at causing history to be learned and loved, with minimal lecturing. At my request, he offered his thoughts on the issue:

Since Grant gave me a nice shout-out in “Why do history teachers lecture so much?,” I am delighted to respond with my own two cents on the question he poses. I begin with this from the past:

Sometime around the middle of the 15th century Johannes Gutenberg developed (or copied, if you believe the plaintiffs in the lawsuit) a machine that used movable type to print on paper. It was at that moment that the death knell was struck for THE LECTURE. By 1500 some were discussing something called a “flipped classroom” where students were responsible for reading things called “books” that contained the content their teachers wanted students to learn, and classes were devoted to practicing the given discipline through discussions, experimentation, and other forms of teacher-guided student labor.

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Ah, if only our textbooks had such a passage. If only it were true! To be fair, in my undergraduate days, I attended quite a few inspiring lectures. And, no, that was not before Gutenberg. I confess, too, that from time to time I do take a few minutes to tell my students something, rather than have them read it. I must add my support, though, to Grant and his commenters who share his view that lectures can kill.

I don’t want to go on at too great length here – I might be accused of lecturing! And besides, Grant has said it’s OK to lecture if you have some original research to share, and I do.

Some revealing research. When I was an undergraduate (in the 20th century actually), I was fortunate to be able to work on a project with a friend of mine who had developed a neat little machine that coded the verbal interactions between teachers and students in the classroom. We kept track of how long teachers talked, how long students talked, how long nobody talked, and how long everyone was talking at once. We broke down the “talk” into questions, statements that were answers to questions, teacher talk, and statements and questions from students that were volunteered without prompting. In turn each of those categories were coded by their cognitive level – for example, simple facts were a 1, explanations a 2, inferences, interpretations, and syntheses a 3.In those days, along with movable type, we actually did have computers. You brought your boxes of punched cards to a window and machines that filled two stories of a whole building whirred and clicked and carried on for 15 or 20 minutes and spit out a big pile of paper with holes along the edges. So, we did correlations, and found that when teachers posed questions that were asking for level 2 or 3 responses, their students not only spoke longer and at the higher levels, but also asked questions and initiated statements at the higher levels. If teachers spent a lot of time talking, or asked a lot of level 1 questions for purposes of recitation or what they thought was Socratic dialog, students spoke a lot less (duh – couldn’t get a word in edgewise), asked few questions, initiated few statements, and seldom ventured into the higher cognitive levels of discourse.

Of course, correlation is not causation. One could argue that simple-minded students caused teachers to follow suit! So, we caused some causation by sharing the data with teachers (most of whom, even the long-winded ones, could not doubt causation when they saw the relationships). Just seeing the data changed teacher behavior and, as they turned to more sophisticated prompts and limited their babbling, their students responded with much more engagement at a higher cognitive level. Immediately!

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A happy medium. Something that surprised us, nevertheless, was that in classes where teachers spoke very little and students were talking a great deal, the cognitive level of student questions and statements was low. In other words, there seemed to be a happy medium that involved some teacher talk as modeling (it ran in the three-minute range for each spurt of teacher lecture). I noticed some of Grant’s commenters, and Grant himself in passing, recognize that teacher modeling is important. With that in mind, then, it’s clear from some pretty strong correlations that if you want the kids to think, expect them to think, and show them, in economical ways, how it’s done.Having been impressed by those findings as I entered the teaching profession, I tried my best to strike that happy medium; and I have also shared these discoveries with teachers I have mentored over the years, generally with good results. Some teachers have responded, as some did to Grant’s blog, that they think there is a place for good story-telling that brings history alive. While I have not done a study on enough teachers to provide reliable data, I have done surveys on some that have suggested there was a disconnect between teachers who thought of themselves as great story-tellers and their often disengaged students. (Someone should do some serious crunching on that. Certainly, teachers should do student surveys and assessments to see if their lectures are really arousing interest and actually teaching something.)

Surely another concern among some teachers who lecture a lot is that there is a lot of content to “cover” (so many dates, so little time!). When I hear this from teachers, it always reminds me of the exchange in the film Dead Poets Society (1989) between young teacher John Keating (Robin Williams) and Headmaster Gale Nolan (Norman Lloyd):Keating: “I always thought education was learning to think for yourself.”Nolan: “At these boys’ age? Not on your life! . . . Prepare them for college, and the rest will take care of itself.”Thankfully, almost seven centuries after Gutenberg (has it taken that long?), I have seen many John Keating history teachers hard at work, and thankfully for Grant and me, our early intersecting careers did not place us under the watch of a Gale Nolan headmaster. Yet there are still many teachers who lecture a lot because they feel they need to cram a lot of information into kids’ heads in order to prepare them for college, or tests to get into college, or being citizens. I doubt those teachers will be easily convinced there is a better way. In addition, there are probably many who lecture a lot and actually think that they are teaching kids to think for themselves. Maybe the research I described above can challenge that.

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The tug of content and the love of history. Even so, the tug of content is, and actually should be, a very real force for all of us. We all feel it. We think history is fascinating! Actually, I might suggest that this, not egomania, is the real reason some teachers lecture a lot. And this attraction to the content is a good thing! We are passionate about our subject and the wisdom that studying “the story” can convey. We wish people world-wide knew more of the story. Even for teachers who have a diverse arsenal of teaching techniques and who place independent thinking at the top of their list of goals, content is right up there as well. As Grant mentioned in his blog, I engage my students through role-plays, games, reenactments, debates, and a lot of other activities that get the endorphins rolling. But I love the stories. As a writer, I even create history content! I want to share my love of studying the past with my students. But how to do that…..First, some self-awareness is important. We history teachers love history because we came to it on our own terms. We “discovered” it. We felt the thrill of the aha moment. It wasn’t the memorizing and the tests, that’s for sure. I hate tests. I don’t even like the new US History AP test for all its creators’ thoughtfulness about what really needs to be tested. I just don’t think you can assess historical thinking in a timed exercise. We historians wake up in the middle of the night with our realizations and understandings about what was really going on. We historians write while surrounded by notes and images of documents. We historians think and rethink, and we glory in the invention of word processing that allows us to cut and paste and insert and delete. Timed tests are just not consistent with what historians do.

It is, in fact, the doing of history that we love, even for those of us who just read and don’t necessarily write history. We come to the subject as naturally curious wonderers. But we have to realize that most people are not naturals when it comes to the past. While we may desperately want to share our love for the subject, the content as well as the discipline, everyone needs to come to it on his or her own terms as well. Thus, the soul of pedagogy is NOT “repetition,” it is motivation. Once we get them hooked as we are hooked, then they can learn BOTH independent thinking and content. There will, in fact, be no distinction, as there is none for us.

A revealing case study. Here I must lapse into anecdote, just to give an example of one of the many times I have seen gifted teachers share the love effectively. The teacher was a young man named Greg Hunter, who sadly lost a battle with cancer at an all-too-early age. He had his class of 9th graders learning about how the American government worked after the Constitution was “ordained and established,” and particularly what role the Supreme Court plays.

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All year long he had worked hard at getting them involved through debates, role plays, and most of all, challenging intellectual puzzles. The latter they learned to love because Greg insisted they were smart enough to handle them. By the time they got to the section of the course I was observing, they were quite invested. He had just given them an article from a 1954 issue of the New York Times, talking about the dramatic decision in Brown v. Board of Education. He asked them to develop questions from the article, and most of them had agreed the biggest question was addressing why the Supreme Court did an about-face and declared the separate-but-equal rule unconstitutional. Following up on this question, which he had helped them to articulate, he had them reading excerpts from briefs submitted to the court and decisions written by the justices, especially C J Warren’s.They began by responding that the court rejected the old Plessy v. Fergusonrule because times had changed and people were tired of segregation. The Civil War was long over, etc. Greg was not happy with this off-the-cuff guessing. He demanded they give him evidence, and the evidence wasn’t very good. Then he said he had to do something and just left the room, telling them to work this out by the time he came back!He literally left them to their own devices. It turned out their devices (not the electronic ones) were pretty good. Granted, this was late in the year, and Greg had trained them well in doing close reading of sources. He had also made this into a real puzzle that intrigued them, not only by giving them the NYT article, but also by having them shape the question. Finally, he had spent a very few minutes telling them about how important it is for the court to be consistent over time (stare decisis). And yet this was a big break with the past. “How do rights get won?” he put it. And left. Granted, I was still there, so they didn’t feel like goofing off too much. Still, I was impressed – they didn’t seem to pay any attention to me.They really struggled with Warren’s decision after deciding that it must hold the key. After some time, they got it that Warren was citing a lot of cases that had been decided fairly recently – the court had already moved in the direction of Brown. They got it that Warren was impressed by the veterans’ organizations that had lauded the brave and patriotic contributions of African Americans to the fighting of two world wars and the Korean conflict, and by support for the plaintiffs from both Jewish and anti-communist organizations. They got it that Warren was most impressed by new social science research that showed that African American kids were stigmatized by segregation and thus learned less (separate can never be equal was Warren’s conclusion). So, Greg returned and heard all that.But he STILL wasn’t satisfied. How could this reversal be so absolute? How could the court change so radically? The Fourteenth Amendment had been around long before Plessy v. Ferguson. Justice Harlan used it in his dissent in that case. No, he demanded that they find yet another even more obvious (not

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to them) reason the court changed the law and said the Constitution did not say what it said to the court in 1896. Then some wise guy piped up and said, how could the Constitution say anything in 1954 to the judges of the 1896 court – they were probably all dead. (laughter) Bingo. Probably so. Every last one of them. Quite dead. Why would the 1954 judges be so different, asked Greg, who was not laughing but smiling? The eyes lit up. Who appointed them, one kid asked? Tell me, answered the thoroughly unhelpful Greg. They had to look in the Constitution. Article II, Section 2, para. 2.So, presidents and senators in the 1880s and 1890s must have wanted people on the court who were OK with segregation. Why? Greg asked, now relentless in pursuit of the solution. And so it went for another class period, until through digging into various reference sources and textbooks (I am really crunching the time line here) they found out about the end of Reconstruction, the political imperatives of reconciliation (or wanting to get elected) after that, Jim Crow, and the abandonment of the cause of freed Blacks by the Republican party; then the massive sea change in voter sentiment, coalitions and power in the 1932 election, and the fact that nearly all the justices in 1954 had been appointed by two progressive Democrats. Conclusion: the Supreme Court is made up of people, and who those people are and where they come from politically, regardless of their supposed independence, makes a big difference in what the Constitution says.

Look at all that content! And look at how they learned it, AND how they learned the importance of chronology and context, two the most important elements in a historian’s skill set. Could any lecture, no matter how lively and captivating the speaker, have taught all that content and all that independent thinking as well? (laughter, and smiles)

Mark can be reached at [email protected]

Source: https://grantwiggins.wordpress.com/

Grant Wiggins is the co-author of Understanding by Design and the author of Educative Assessment and numerous articles on education. He is the President of Authentic Education in Hopewell NJ.

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WHAT? SO WHAT? NOW WHAT?30 Minutes:Social Science LabSocial science labs are an engaging and rigorous instructional approach designed to require in-depth learning and thinking on the part of the student guided by of an essential question, analysis of primary or secondary source documents, and ending in a rigorous writing assignment or other rigorous learning task.

Steps to conduct the Social Science Lab: (Show overview video on PowerPoint)

1. Share overarching/essential question.

2. Build background knowledge.3. Conduct document analysis.4. Take the learning task to the end-

e.g., writing activity or other rigorous learning task.

See next page for specific content, standards addressed, overarching/essential question, and documents related to this specific social science lab.

Reflection Time: So What? Now What? (How can Social Science Labs shape best practices back at your school?)

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12th grade U.S. Government:

SS.912.C.1.1: Evaluate, take, and defend positions on the founding ideals and principles in American Constitutional government.SS.912.C.1.5: Evaluate how the Constitution and its amendments reflect the political principles of rule of law, checks and balances, separation of powers, republicanism, democracy, and federalism.

Essential Question: Should stricter laws regulating firearms be enacted? Source Main Idea / Message / Important Details How does this document answer the

essential question?

Source 1 2nd Amendment to the U.S. Constitution

Source 2 Gun control political cartoon

Source 3 Infographic relating to guns in America

Source 4 Excerpt from news article, 2015

Thesis: ______________________________________________________________________________________________________________________

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Source 1 – 2nd Amendment

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Source 2 – Political cartoon relating to gun control, 2013

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Source 3 – Infographic relating to guns in America, featuring various statistics

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Source 4 – Excerpt from 2015 news article about gun control march

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Moms calling for tighter gun control laws march across BrooklynBridge to City HallBY THOMAS TRACY

NEW YORK DAILY NEWS Saturday, May 9, 2015, 7:19 PM

These moms would prefer bullets to bouquets this Mother’s Day—so they can’t be used to kill again.

An army of about 300 angry moms marched across the Brooklyn Bridge and converged on City Hall Saturday to call for tighter gun-control laws and blast America’s apparent lack of “gun sense” one day after fallen NYPD police officer Brian Moore was laid to rest during a teary funeral.

Matriarchs at the Mothers Demand Action for Gun Sense in America march came from as far away as Tennessee, Colorado and Newtown, Conn., where Sandra Scain's daughter was nearly killed by gunman Adam Lanza in 2012.

“My daughter was in the first grade, which was on the other side of the building so she wasn’t hurt physically,” Scain said, holding up a sign reading “Newtown families for gun sense.”


“Things have to change,” she said of gun laws that allowed Lanza access to an assault weapon. “They must change or there will be more dead children from gun violence every day.”

History Lab Lesson Plan

Skills Benchmarks: SS.912.A.1.1 Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history.

SS.912.A.1.2 Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical time period.

SS.912.A.1.4 Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.

Content Benchmark(s):

SS.912.A.4.1 Analyze the major factors that drove United States imperialism.

Procedures:

1. Discuss the Essential Question and ask students to hypothesize possible answers before passing out sources.2. Distribute graphic organizers and copies of each source to students.3. Model the process of analyzing sources and filling in graphic organizer using the first source.4. Have students work with a partner or small group to analyze each remaining source and think about how it helps to answer the essential

question, completing the graphic organizer as they go.5. Discuss responses and reactions to each source as a class.6. Have students write their own thesis statement that answers the essential question using specific evidence from the sources.

Extensions:

Have students write an essay expanding upon thesis. Have students debate differing interpretations of essential question. Have students research to find additional sources to support their thesis. Have students create their own history lab, using a new essential question and different sources.

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SS.912.A.4.1 Analyze the major factors that drove United States imperialism.

Essential Question: Was the United States justified in going to war against Spain in 1898?

Source Main Idea / Message / Important Details How does this document answer the essential question?

Source 1Political cartoon from Judge magazineSource 2Political cartoon, “The Big Type War of the Yellow Kids” 1898Source 3Excerpt from President McKinley, 1903Source 4“Free Cuba” cigar advertisement

Thesis: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Source 1 – Judge magazine political cartoon

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Source 2 – Political Cartoon “The Big Type War of the Yellow Kids,” featuring newspaper publishers William Randolph Hearst and Joseph

Pulitzer

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Source 3 – Excerpt from 1903 interview with President William McKinley about the decision to annex the Philippines

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When next I realized that the Philippines had dropped into our laps, I confess I did not know what to do with them. I sought counsel from all sides-Democrats as well as Republicans-but got little help. I thought first we would take only Manila; then Luzon; then other islands, perhaps, also.

I walked the floor of the White House night after night until midnight; and I am not ashamed to tell you, gentlemen, that I went down on my knees and prayed to Almighty God for light and guidance more than one night. And one night late it came to me this way-I don't know how it was, but it came:

(1) That we could not give them back to Spain-that would be cowardly and dishonorable;

(2) That we could not turn them over to France or Germany, our commercial rivals in the Orient-that would be bad business and discreditable;

(3) That we could not leave them to themselves-they were unfit for self-government, and they would soon have anarchy and misrule worse than Spain's was; and

(4) That there was nothing left for us to do but to take them all, and to educate the Filipinos, and uplift and civilize and Christianize them and by God's grace do the very best we could by them, as our fellow men for whom Christ also died.

And then I went to bed and went to sleep, and slept soundly, and the next morning I sent

Source 4 – “Free Cuba” advertisement from Schmidt Cigar Co.

WHAT? SO WHAT? NOW WHAT?

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10 minutes:

Using Paper Slides to Engage the Learner and Check for Document Analysis Success: Paper Slides are a valid approach using digital resources to check for student understanding in an engaging manner.

Show sample paper slide.

Show instructional video on how to create paper slides. See link on page 2 of the agenda.

20 minutes:

Teachers create their own paper slide titled: Our Social Science Lab Document Analysis showing their understanding of the labs documents. Each group emails their paper slides to the presenter.

Reflection Time: So What? Now What?(Why is it important to engage learners using strategies like this? Is this rigor?)

Lunch: 80 minutesWHAT? SO WHAT? NOW WHAT?

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10 minutes:Paper Slide Progress Monitoring: Presenters show samples of paper slides submitted. Whole Group Debrief: Peer Analysis- did each group have an accurate understanding of the lab’s documents? What were the strengths? What are the areas in need of improvement?

Reflection Time: So What? Now What? (How can this type of progress monitoring be useful to your school?)See Paper Slide Rubric Below

Paper Slide Analysis/Progress Monitoring RubricDocument # & Description Scale Score of Document Analysis

(Provide rationale for score choice)1- Needs Improvement

2- Acceptable3- Spot On!

4- Advanced!!

What specific information presented helps to answer the essential question?

WHAT? SO WHAT? NOW WHAT?

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15 minutes

Taking the Document Analysis to a Learning Task: Now is the time in the Social Science Lab that each individual student answers the overarching/essential question. This is done individually, in writing, in silence, to prepare for the next protocol- the Writing Workshop Feedback.

Reflection Time: So What? Now What?

(Why is it important to have participants DO the actual task we expect of students?)

20 minutesWriting Workshop Feedback ProtocolForm triads or quads with writing samples of participant work based on the Social Science lab conducted and engage in the protocol to analyze student writing). See protocol on next page.

Reflection Time: So What? Now What?

(What obstacles do you see in implementing this process? Solutions?)

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WHAT? SO WHAT? NOW WHAT?20 minutesCreate Your Own Lab: Cooperative TaskGo to http://socialsciences.dadeschools.net. Click on pacing guides. Find the course for which you are interested in creating a lab.

1. Identify the benchmark(s)2. Develop an overarching/essential

question.3. Find four documents students will

analyze.4. Create a learning task (writing

assignment etc.).5. Describe you lab on chart paper to

share with the group.Use the template on the next page to assist you.20 minutes

Feedback Principle: Using the Feedback Principle protocol, see next page, have each group share the essence of their newly created Social Science Lab and ask for feedback accordingly.

Reflection Time: So What? Now What?(What is the benefit of using the Feedback Principle Protocol to your school site work?)

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http://socialsciences.dadeschools.net/

[Put benchmark here – numbers and write it out]:

Essential Question: [put essential guiding question here]:

Source[include source information as applicable]

Main Idea / Message / Important Details How does this document answer the essential question?

Source 1

Source 2

Source 3

Source 4

Thesis: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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WHAT? SO WHAT? NOW WHAT?20 minutes:Reality Check: Check in Circle Protocol“Where are you?” in terms of having aSocial Science department that engages learners in the RIGOROUS manner in which was modeled today? See protocol on next page.10 minutes:Next Steps: Call to Action- In the chart below: Write out the steps that you will take to address the following in your school:

1. Encouraging the development of engaging/rigorous/standards/benchmark driven lessons utilizing social science labs or other proven practices that yield improved student content and skills.

2. Encouraging the use of digital learning resources as a valid vehicle to achieve #1.3. Monitor the effective deliver of instruction in social sciences in my school.

Call to Action Planning SheetRigorous and Engaging Lessons that are STANDARD/BENCHMARK Driven

Support Digital Learning Monitoring Progress

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WHAT? SO WHAT? NOW WHAT?10 minutesWhole Group Debrief: Have willing participants share the information listed in the chart above.

Reflection Time: So What? Now What? (How can action plans developed by using the Check in Circle Protocol shape your work at your school?)30 minutesClosing Activity: Mine WalkThe mine walk consists of a winding pathway or two ropes/tape. There are objects (representing obstacles to Powerful Learning) that are placed along the pathway. The challenge is for the group is to stay connected at all times and to make it from the desert to the Center for Powerful Learning without touching the ropes/tape, any of the obstacles, or stepping outside the boundary.

Whole Group Debrief: Why was this activity chosen to close today’s professional development (why is this discussion significant to our shared work?)

Reflection Time: So What? Now What? (Identify your obstacles& solutions to rigorous and engaging Social Science instruction)

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moms calling for tighter gun control laws march across...

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