Presentation on theme: "6-8 Social Studies Please sign in and sit with your grade level."— Presentation transcript:
6-8 Social Studies Please sign in and sit with your grade level.
Meet and Greet Take a few minutes to introduce yourselves to the people at your table and in your grade level.
Meet Your District Team These people have done some of the work that has gotten us to this point. Today they will help facilitate our group sessions after we break out into grade level groups. Look for them when you have questions or need assistance.
Meeting the needs of All students in the 21 st Century the 21 st Century
Essential Standards Those skills, understandings, and learning experiences that all students must master and/or complete at each grade level or course in order to move to the next level of learning.
The New NC Essential Standards… …identify the most critical essential knowledge, understanding and skills that a student must learn in a grade or course in order to be successful at the next level of learning and for life beyond the classroom.
Primary Goals To clarify what must be learned at each level and lessen the chance that critical knowledge is overlooked. To create Standards that are enduring, clear, and measurable.
Understanding Patterns While the essential standards are written broadly, the clarifying objectives are written to include more specificity. This specificity is focused on skills such as making connections across time and location and understanding patterns of change and continuity.
Conceptual standards will give teachers and districts more flexibility in the content examples that we elect to use in order to support the concepts and teach students historical literacy—to read, write, and think like historians. Teachers Know Content
The new social studies essential standards are designed to ensure that all students at all grade levels acquire the essential knowledge and skills to be informed, active citizens in the 21 st century. Teachers Facilitate Learning
Teachers Know Students Essential standards and clarifying objectives were developed to ensure that the content is developmentally matched to the age and stage of the learner for better clarity and specificity.
Basic Changes Basic changes have been made across all grade levels. The focus in 6 th and 7 th grade will include a global perspective through a span of time instead of the study of one continent at a time.
Viewing Lens All grades will study the world from Geographic Historical Cultural Economic Political Perspectives.
Specific Time Spans 6 th Grade: Beginnings of Human Society to the Emergence of the First Global Age (1450)
Specific Time Spans 7 th Grade: The Great Global Convergence ( ) to the Present
Specific Areas 8 th Grade North Carolina and the United States: Creation and Development of the State and Nation Integrated study of NC and US History No longer a focus on NC History
Effective Teachers Effective teachers utilize an array of strategies, techniques, and assessments that provide positive learning opportunities and growth for all students.
Standards and Objectives Become acquainted with your grade level standards by… underlining the five organizing strands, and highlighting the verbs found in the essential standards and clarifying objectives.
Organizing Strands within the Standards H - History G - Geography and Environmental Literacy E - Economics and Financial Literacy C & G - Civics and Government C - Culture
6.H. 2.4 Identifying the Objectives 7.C&G E.1.28.E.1.2 Grade Level Strand Standard Clarifying Objective
The Big Picture -6 th Grade World Geography, History, and Culture: Patterns of Continuity and Change Beginnings of Human Society to the Emergence of the First Global Age 1450 SCOS included only Europe and South America New course allows for a comparative exploration of cultures all across the globe
The Big Picture- 7 th Grade World Geography, History, and Culture: Patterns of Continuity and Change The Great Global Convergence ( ) to the Present Represents the Last Five Eras of the National Standards SCOS included only Africa, Asia, and Australia New course allows for a comparative exploration of cultures all across the globe with a particular focus on conflict and cooperation, economic development, population shifts, political thought and organization, cultural values and the impact of environment on regions in the modern world.
Big Picture- 8 th Grade North Carolina and the United States: Creation and Development of the State and Nation New- Integrated Study of the US and NC
Concepts Timeless Universal Transferable Abstract and broad (to various degrees) Examples share common attributes Represented by 1-2 words
ENVIRONMENT MANIFEST DESTINY COMPUTER AGE GREAT DEPRESSION CULTURE SUPPLY AND DEMAND MOVEMENT SYSTEM CIVIL WAR Concept vs. Topic? NOTE: For purposes of this activity all terms appear in all caps so that you may not use rules of capitalization to distinguish between a concept and topic.
Answers to Activity ConceptsTopics EnvironmentManifest Destiny CultureComputer Age Supply and DemandGreat Depression Movement System Civil War
Take a 15 minute break!
Secret Task Time! Please complete your assigned task as discreetly as possible. There are various tasks, but you should only be aware of your own. Complete it and put it away for later.
Question #1 What are the components to the NC Balanced Assessment System?
Question # 2 Which of the following is not one of the four critical things the teacher should be able to answer when developing an assessment? 1. The Purpose for the Assessment 2. The Type of Learning to be Assessed 3. The Length of The Assessment (how long it should take to complete) 4. The Assessment Instrument to be Used
Question # 3 Which of the choices below combine content and skills into a format that shows what students know and can do? a) Selected Response b) Constructed Response c) Performance Task d) Personal Communication
Question # 4 What tool would the teacher use to determine the type of knowledge to be assessed as well as the cognitive process for which students should be engaged?
Here is where you will be able to determine the type of knowledge to be assessed as well as the cognitive process for which students should be engaged.
1) How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning? (Assessment for learning and less assessment of learning) 2) How does one ensure that objectives, instruction, tasks, and assessment are consistent with one another? (The degree of consistency) Two Essential Questions
Learning occurs best when there is… A purposeful process that aligns: Curriculum Instruction Assessment Complete alignment: Content Cognitive Type Context What is Written… What is Taught… What is Tested…
How well could you learn to bake cakes from “The Cake Boss”?
Here is where you will learn and practice.
Here is where you will prepare your cake for final judging.
Let’s Do A Little Experiment Please work independently.
When Preparing To Develop Assessments… …there are four fundamental things to be able to know the answers to: 1. The Purpose for the Assessment 2. The Type of Learning to be Assessed 3. The Assessment Method to be Used 4. The Assessment Instrument to be Used
#1 = The Purpose for Assessing Gauging Student Needs Monitoring Progress Checking Understanding Demonstrating Understanding
#2 = The Kinds of Learning Targets Knowledge (Facts we want students to know and concepts we want students to understand) Skills (Students use knowledge and reasoning to act skillfully.) Reasoning (Students use what they know and understand to reason and solve problems.) Products (Students use factual knowledge, reasoning/conceptual knowledge, and skills to create a concrete product.)
What Type of Learning is It? I can parallel park within one foot of the curb without hitting anything. I can read traffic signs and I can describe what they mean – yield, stop, merge, etc. I can create a log documenting my mastery of driving concepts I can decide what to do next based on my understanding of how cars work, what other drivers are doing, and road conditions.
#3 = The Four Basic Categories of Assessment Methods That Are Generally Used In The Classroom Selected Response Extended Written Response Performance Assessment Personal Communication
Break Out into Grade Level Work 6 th and 7 th Grades Collaborate on Crossover Content (about 20 minutes) Align objectives to specific content.
JIGSAW Each group will take a different section from the timeline. Create a unit template for each time period within your section that you would group together for a unit. Use the objective stickers to identify the objectives that will be addressed in that unit.
Work on this until 11:30. You go to lunch on your own from 11:30 until 12:45. Briefly return to whole group at 12:45.
Unit Planning- First Steps Use the unit planning chart to create the framework for lesson planning. Time/ Event Standard/ Objective ConceptVocabAssessmentInstructional Strategies Literacy Shift TechnologyTasks We will NOT work with these columns today. Transfer this.Add this.
Your focus at this stage should be to align assessments to your standards. Look closely at the verb in your objective, and create an idea for an assessment that will require the student to be tested at the same cognitive level that the objective is demanding. Objective/Assessment Alignment
Go back to your jigsaw group in your grade level location. Tie up loose ends with your timelines. Add concepts from your unpacking document and/or concept chart. Add specific Tier 3 (content-specific) vocabulary that will have to be included to learn the time/event thoroughly enough to address the standards within the unit.
Return to Whole Group at 3:15 for closure and dismissal from here.