2. SOCIAL STUDIES TEACHER LEADERSHIP NETWORK October 25, 2014 KEDC Through a capacity building approach, the goal of the Leadership Networks is to focus on professional learning around KCAS, CHETL, Assessment Literacy, and Leadership in order to support CCR for all students @LSparksELA #kyssnet kedcssela.weebly.com

3. Agenda  WELCOME  Inquiry - Question Formulation Technique  UPDATE ON SS standards work  Assessment Literacy- How do you know what kids know?  Enduring Skills and Student Growth  Professional Learning for KY SS standards- planning for yourself and your district  Resources

4. Norms  Rule of two feet

5. Learning Targets  Understand the Question Formulation Technique a. Use QFT and reflect on process b. Create a Question Focus for my classroom c. Consider connections between QFT (INQUIRY) and the FfT  Review the SS Standards draft document and timeline for implementation  Deepen understanding of ASSESSMENT as it relates to my classroom practice, Social Studies Enduring Skills, and TPGES Student Growth goals.  Develop an action plan for Social Studies Professional Learning for myself, my building and my district  Review resources to use in Social Studies education

6. Understand the Question Formulation Technique …Use QFT and reflect on process ---Create a Question Focus for my classroom ---Consider connections between QFT (INQUIRY) and the FfT Inquiry: Question Formulation Technique Strategy for – getting to the INQUIRY CYCLE of the KY Draft SS standards (KCAS) assessing students before, during and after learning (ASSESSMENT LITERACY) engaging students in learning & using questioning and discussion techniques (CHETL/FfT) Sharing with colleagues (Leadership)

7. Components of the Question Formulation Technique TM  A Question Focus  Rules for Producing Questions & Producing Questions  Categorizing Questions-Open/Closed  Improving the Questions  Prioritizing Questions  Next Steps  Reflection

8. Components of the Question Formulation Technique TM RULES FOR PRODUCING QUESTIONS  Ask as many questions as you can.  Do not stop to answer, judge, or discuss.  Write down every question exactly as it was stated.  Change any statements into questions.

9. Components of the Question Formulation Technique TM Some students are not asking questions in my classroom Question Focus

10. Components of the Question Formulation Technique TM Producing Questions Some students are not asking questions in my classroom  Ask questions  Follow the Rules  Number the questions

11. Components of the Question Formulation Technique TM Categorizing Questions: Closed/Open Definitions:  Closed-ended questions can be answered with a “yes” or “no” or with a one-word answer.  Open-ended questions require more explanation. Directions: Identify your questions as closed-ended or open-ended by marking them with a “C” or an “O”.

12. Discussion Open- ended Closed- ended ADVANTAGES DISADVANTAGES

13. Improving Questions Change to... Open- ended Change to… Closed- ended Open- ended

14. Components of the Question Formulation Technique TM Prioritizing Questions  Review your list of questions  Choose the three questions you consider most important.  While prioritizing, think about your QFocus: Some students are not asking questions in my classroom

15. Components of the Question Formulation Technique TM Prioritizing Questions  Why did you choose those three questions as the most important?  Where are your priority questions in the sequence of your entire list of questions

16. Next Steps-SHARE 1. Questions you changed from open/closed 2. Your three priority questions and their numbers in your original sequence 3. Rationale for choosing priority questions STAND UP – HAND UP PAIR UP

17. REFLECTION What did you learn? How did you learn it? What do you understand differently now about asking questions?

18. Components of the Question Formulation Technique TM AA Question Focus RR ules for Producing Questions & Producing Questions CC ategorizing Questions-Open/Closed II mproving the Questions PP rioritizing Questions NN ext Steps RR eflection

19. In-Depth Look at a Sharply Focused Strategy Examples

20. Classroom Example: Elementary School  Teacher: Mitch Mosbey, Noblesville, IN  Grade: First grade  Purpose: Prepare for a unit that talks about rules and responsibilities as well as introduce the 7 Habits of Highly Effective Kids. Example source: http://www.primarytechteaching.com/blog/question-formulation-technique-with-primary-grades

21. Question Focus Image source: http://www.primarytechteaching.com/blog/question-formulation-technique-with-primary-grades

22. Student Questions Priority Questions:  What do leaders create?  What do they change?  What do leaders create to make change? Image source: http://www.primarytechteaching.com/blog/question- formulation-technique-with-primary-grades

23. Classroom Example: Middle School  Teacher: Megan Harvell, Boston, MA  Topic: American History –The Civil War  Purpose: Pre-reading activity to engage students

24. Question Focus

25. Student Questions 1. Why are they fighting? 2. Are they fighting? 3. Are they part of the government? 4. Where were they? 5. Who are they? 6. Were they signing anything? 7. Who else was there? 8. Why are you hitting him? 9. Why didn’t they call 911? 10. Was this related to slavery? 11. Why is he hitting him with a bat? 12. Why are you taking a pen? 13. Why are they in court? 14. Who hit who first? 15. Why are they smiling

26. Changes for Students  Cognitive  Affective  Behavioral

27. Behavioral Changes  Students self-regulate more effectively.  Students collaborate and listen to each other’s questions.  Students negotiate and work on reaching consensus about group decisions.  Students become more self-aware and build positive relationships (SEL goals).

28. The Discovery of Rigor: Three Thinking Abilities in One Process  Divergent  Convergent  Metacognitive

29. DIVERGENT THINKING Thinking in many different directions

30. Narrowing Down, Focusing CONVERGENT THINKING

31. Lucidish [CC-BY-SA-3.0], and Mysid [Public domain], via Wikimedia Commons METACOGNITIVE THINKING Thinking about Thinking

32. “When you ask the question, you feel like it’s your job to get the answer.” Student Reflections

33. Student Outcomes  These statements point to: Engagement Ownership Deeper Learning

34. Domain 1 Planning & Preparation Domain 2 Classroom Environment Domain 3 Instruction Domain 4 Professional Responsibilities A.Demonstrating Knowledge of Content and Pedagogy i.Knowledge of Content and the Structure of the Discipline ii.Knowledge of Prerequisite Relationships iii.Knowledge of Content-Related Pedagogy B.Demonstrating Knowledge of Students i.Knowledge of Child and Adolescent Development ii.Knowledge of the Learning Process iii.Knowledge of Students’ Skills, Knowledge, and Language Proficiency iv.Knowledge of Students’ Interests and Cultural Heritage v.Knowledge of Students’ Special Needs C.Selecting Instructional Outcomes i.Value, Sequence, and Alignment ii.Clarity iii.Balance iv.Suitability for Diverse Learners D.Demonstrating Knowledge of Resources i.Resources for Classroom Use ii.Resources to Extend Content Knowledge and Pedagogy iii.Resources for Students E.Designing Coherent Instruction i.Learning Activities ii.Instructional Materials and Resources iii.Instructional Groups iv.Lesson and Unit Structure F.Designing Student Assessment i.Congruence with Instructional Outcomes ii.Criteria and Standards iii.Design of Formative Assessments iv.Use for Planning A.Creating an Environment of Respect and Rapport i.Teacher Interaction with Students ii.Student Interactions with One Another B.Establishing a Culture for Learning i.Importance of the Content ii.Expectations for Learning and Achievement iii.Student Pride in Work C.Managing Classroom Procedures i.Management of Instructional Groups ii.Management of Transitions iii.Management of Materials and Supplies iv.Performance of Non- Instructional Duties v.Supervision of Volunteers and Paraprofessionals D.Managing Student Behavior i.Expectations ii.Monitoring of Student Behavior iii.Response to Student Misbehavior E.Organizing Physical Space i.Safety and Accessibility ii.Arrangement of Furniture and Use of Physical Resources A.Communicating with Students i.Expectations for Learning ii.Directions and Procedures iii.Explanation of Content iv.Use of Oral and Written Language B.Using Questioning and Discussion Techniques i.Quality of Questions ii.Discussion Techniques iii.Student Participation C.Engaging Students in Learning i.Activities and Assignments ii.Grouping of Students iii.Instructional Materials and Resources iv.Structure and Pacing D.Using Assessment in Instruction i.Assessment Criteria ii.Monitoring of Student Learning iii.Feedback to Students iv.Student Self-Assessment and Monitoring of Progress E.Demonstrating Flexibility and Responsiveness i.Lesson Adjustment ii.Response to Students iii.Persistence A.Reflecting on Teaching i.Accuracy ii.Use in Future Teaching B.Maintaining Accurate Records i.Student Completion of Assignments ii.Student Progress in Learning iii.Non-Instructional Records C.Communicating with Families i.Information About the Instructional Program ii.Information About Individual Students iii.Engagement of Families in the Instructional Program D.Participating in a Professional Community i.Relationships with Colleagues ii.Involvement in a Culture of Professional Inquiry iii.Service to the School iv.Participation in School and District Projects E.Growing and Developing Professionally i.Enhancement of Content Knowledge and Pedagogical Skill ii.Receptivity to Feedback from Colleagues iii.Service to the Profession F.Demonstrating Professionalism i.Integrity and Ethical Conduct ii.Service to Students iii.Advocacy iv.Decision Making Compliance with School and District Regulations

35. Understand the Question Formulation Technique …Use QFT and reflect on process ---Create a Question Focus for my classroom ---Consider connections between QFT (INQUIRY) and the FfT Inquiry: Question Formulation Technique Strategy for – getting to the INQUIRY CYCLE of the KY Draft SS standards (KCAS) assessing students before, during and after learning (ASSESSMENT LITERACY) engaging students in learning & using questioning and discussion techniques (CHETL/FfT) Sharing with colleagues (Leadership)

36. Question Formulation Technique Designing a Question Focus  Review Table 2.1 p. 35  Work with a table partner (course or grade level) to design a QUESTION FOCUS based on your class  Use Table 2.1 to consider your Question Focus

37. Question Formulation Technique Designing a Question Focus  Review table 2.4 -- p. 40  Present your QUESTION FOCUS to your table group  Choose one QF that the table will use to work through the QFT steps.  One group member will gather evidence of learning during QFT

38. Components of the Question Formulation Technique TM AA Question Focus RR ules for Producing Questions & Producing Questions CC ategorizing Questions-Open/Closed II mproving the Questions PP rioritizing Questions NN ext Steps RR eflection

39. REFLECTION  What did you learn?  How can you use what you learned?  WHAT DID YOU LEARN?  HOW CAN YOU USE WHAT YOU LEARNED? STUDENT ROLETEACHER ROLE

40. + TEAM TIME MEET WITH YOUR DISTRICT TEAM TO DISCUSS HOW TO USE AND SHARE THIS WORK

41. SOCIAL STUDIES TEACHER LEADERSHIP NETWORK October 25, 2014 KEDC Through a capacity building approach, the goal of the Leadership Networks is to focus on professional learning around KCAS, CHETL, Assessment Literacy, and Leadership in order to support CCR for all students @LSparksELA #kyssnet kedcssela.weebly.com

42. UPDATE ON SS standards work Review the SS Standards draft document and timeline for implementation

43. Social Studies Standards for the Next Generation : 2014-2015 Timeline August 2014 -Reconvening of Cohort 1 (SS Advisory/Writing Team) for guidance and refinement September 2014 -Targeted Focus Groups  Social Studies Teacher Leader Networks  KCSS attendees  KY Superintendents group October 2014 -First Read KBE November 2014  KBE will continue to solicit feedback from stakeholders  Writers will revise and refine based on feedback

44. Deepen understanding of ASSESSMENT as it relates to my classroom practice, Social Studies Enduring Skills, and TPGES Student Growth goals. Assessment Literacy

45. How do you know what your students know?

46. Classroom Assessment- A MODEL  Explain (on paper)the process of assessment in your classroom  Give as many details as possible.  Include what happens from the curriculum map to the test

47. Assessment Literacy  Read the handout Assessment Literacy (Blue)  Underline information from the reading that is also listed in your classroom assessment explanation  Highlight information from the reading that you didn’t list in your classroom assessment explanation-BUT that you think is important  Underline information from the reading that is also listed in your classroom assessment explanation  Highlight information from the reading that you didn’t list in your classroom assessment explanation-BUT that you think is important

49. How do you know what your students KNOW (and can DO?)

50. Deepen understanding of ASSESSMENT as it relates to my classroom practice, Social Studies Enduring Skills, and TPGES Student Growth goals. Assessment Literacy

51. Social Studies and the Student Growth Process

53. 52

54. Guide teachers to collaboratively identify how to assess the enduring skills in social studies Support a meaningful student growth goal- setting process for development of quality student growth goals Goals of this session

55. Step 1: Determine Needs

56. 55

57. SKILL, noun Competent excellence in performance. Dictionary.com The ability to use one’s knowledge effectively and readily in execution and performance. Merriam & Webster Dictionary

58. SKILL, noun Competent excellence in performance. Dictionary.com The ability to use one’s knowledge effectively and readily in execution and performance. Merriam & Webster Dictionary

59. What Skills?  What do you want your students to be able to do at the end of your course that will promote college and career readiness?

60. What About ENDURING? In order to get to a quality student growth goal, you need to move beyond skills to identifying the ENDURING SKILLS, CONCEPTS, or PROCESSES for your content area.

61. Defining ENDURING Learning that  ENDURES beyond a single test date,  is of value in other disciplines,  is relevant beyond the classroom,  is worthy of embedded, course-long focus,  may be necessary for the next level of instruction.

62. ENDURING LEARNING Writing Example EXAMPLESNON-EXAMPLES Write arguments to support claims with clear reasons and relevant evidence. -Establish the significance of claims - Create logical organization of claims, reasons and evidence -Use words, phrases and clauses to create cohesion Sub Skills

63. ENDURING LEARNING Reading Example EXAMPLESNON-EXAMPLES Summarize key supporting details and ideas -Identifying main ideas of a text -Differentiate between bias and evidence. -Differentiate between essential and irrelevant information. -Skimming or scanning a text. Sub Skills Strategy

64. ENDURING LEARNING Social Studies Example EXAMPLESNON-EXAMPLES Produce an argument to support claims with appropriate use of relevant historical evidence. Describe point of view for primary and secondary sources. Use Chicago Style correctly when citing evidence. Improve student perception of history. Sub Skill Strategy Disposition

65. Return to your Chart Highlight what on your list meets this definition of enduring.

66. The KDE Sample List for Social Studies

67. Social Studies Scenario

68. LDC Classroom Assessment

69. Baseline Data

71. Student #18

73. Step 2: Create Specific Learning Goal  For the current school year, all of my 10th grade world history students in my 3rd block class will make measurable progress in the enduring skill, use evidence to support a claim. All students will move up at least 1 level in each of the three scoring elements and 75% of students will achieve at the 3 or higher level on the controlling idea, reading/research, and development areas of the LDC Argumentation Rubric.

74. Before August 2014 During first weeks of school

75. Steps 3 & 4

76. 75

77. Step 5

78. Results from the final assessment Use Evidence to Support a Claim GoalResult % Proficient75%63% Student Growth100%90%

79. Sample from a KEDC District

80. Results from the final assessment Use Evidence to Support a Claim GoalResultPoints % Proficient75%63% Student Growth100%90%

81. Results from the final assessment Use Evidence to Support a Claim GoalResultPoints % Proficient75%63%1 Student Growth100%90%3

82. “An expert is someone who has made all possible mistakes in one field and there are no more to make.” Niels Bohr Rothstein, D. & Santana, L. Make Just One Change: Teach Students to Ask Their Own Questions (2014) p. 6.

83. Homework  Bring assessment that connects to your ENDURING SKILL

84. + TEAM TIME MEET WITH YOUR DISTRICT TEAM TO DISCUSS HOW TO USE AND SHARE THIS WORK

85. Develop an action plan for Social Studies Professional Learning for myself, my building and my district based on the KY draft standards Professional Learning for KY SS

86. DRAFT standards document

87. The Architecture Inquiry Cycle Disciplinary Core Concepts

88. Front Matter Introduction Disciplinary Core Concepts Inquiry Cycle Crosscutting Threads

89. College, Career and Civic Ready Anchor Standards Disciplinary Core Concepts 1.Civic Mindedness, 2.Economic Decision Making, 3.Geographic Reasoning 4.Historical Thinking.

90. Storylines Create Context for k-12 Progressions

91. Grade Level Standards Inquiry Cycle 15 Standards

92. based on C3

93. Components of the Question Formulation Technique TM  A Question Focus  Rules for Producing Questions (pink table tent) & Producing Questions  Categorizing Questions-Open/Closed  Improving the Questions  Prioritizing Questions

94. Components of the Question Formulation Technique TM Use the QFT to generate QUESTIONS from this Question Focus Implementing the DRAFT Social Studies standards will require professional learning for Kentucky teachers.  Ask questions  Follow the Rules  Number the questions

95. Components of the Question Formulation Technique TM Use the QFT to generate QUESTIONS from this Question Focus Implementing the DRAFT Social Studies standards will require professional learning for Kentucky teachers.  Ask questions  Follow the Rules  Number the questions

96. Components of the Question Formulation Technique TM  A Question Focus  Rules for Producing Questions (pink table tent) & Producing Questions  Categorizing Questions-Open/Closed  Improving the Questions  Prioritizing Questions

97. Next Steps- Using QFT to …  Use the QFT questions to look at the DRAFT standards document in order to generate a list professional learning needs you will have in order to implement these standards.  Consider the DO-KNOW words in your standards  Look at the grade before and beyond  INQUIRY CYCLE POST-PRIORITY PROFESSIONAL LEARNING NEEDS

98. + TEAM TIME MEET WITH YOUR DISTRICT TEAM TO DISCUSS HOW TO USE AND SHARE THIS WORK

99. Evaluations Agenda  Inquiry - Question Formulation Technique  UPDATE ON SS standards work  Assessment Literacy- How do you know what kids know?  Enduring Skills and Student Growth  Professional Learning for KY SS standards-planning for yourself and your district  Resources

100. RESOURCES http://www.mission-us.org/ http://www.socialstudies.org/ http://history.ky.gov/ http://econ.org/ http://www.c3teachers.org

101. http://www.firstfreedom.org/ https://www.gilderlehrman.org/