Presentation on theme: "Please sign in and sit with your grade level."— Presentation transcript:
1Please sign in and sit with your grade level. 6-8 Social StudiesPlease sign in and sit with your grade level.
2Meet and GreetTake a few minutes to introduce yourselves to the people at your table and in your grade level.
3Meet 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.
4Meeting the needs of All students in the 21st Century Importance ofEssential Standards inSocial StudiesMeeting the needs of All students inthe 21st Century
5Essential StandardsThose 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.
6The 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.
7Primary GoalsTo 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.
8Understanding 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.
9Teachers Know ContentConceptual 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.
10Teachers Facilitate Learning 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 21st century.
11Teachers 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.
12Basic Changes Basic changes have been made across all grade levels. The focus in 6th and 7th grade will include a global perspective through a span of time instead of the study of one continent at a time.
13Viewing Lens All grades will study the world from Geographic HistoricalCulturalEconomicPoliticalPerspectives.
14Specific Time Spans 6th Grade: Beginnings of Human Society to the Emergence of the First Global Age (1450)
15The Great Global Convergence Specific Time Spans7th Grade:The Great Global Convergence( )to thePresent
16Specific Areas 8th Grade North Carolina and the United States: Creation and Development of the State and NationIntegrated study of NC and US HistoryNo longer a focus on NC History
17Effective TeachersEffective teachers utilize an array of strategies, techniques, and assessments that provide positive learning opportunities and growth for all students.
18Standards and Objectives Become acquainted with your grade level standards by…underlining the five organizing strands, andhighlighting the verbs found in the essential standards and clarifying objectives.
19Organizing Strands within the Standards H - HistoryG - Geography and Environmental LiteracyE - Economics and Financial LiteracyC & G - Civics and GovernmentC - Culture
206.H. 2.4 7.C&G.1.3 8.E.1.2 Identifying the Objectives Standard Grade Level7.C&G.1.3Clarifying ObjectiveStrand8.E.1.2
21The Big Picture -6th Grade World Geography, History, and Culture: Patterns of Continuity and ChangeBeginnings of Human Society to the Emergence of the First Global Age 1450SCOS included only Europe and South AmericaNew course allows for a comparative exploration of cultures all across the globe
22The Big Picture- 7th Grade World Geography, History, and Culture: Patterns of Continuity and ChangeThe Great Global Convergence ( ) to the PresentRepresents the Last Five Eras of the National StandardsSCOS included only Africa, Asia, and AustraliaNew 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.
23Big Picture- 8th GradeNorth Carolina and the United States: Creation and Development of the State and NationNew- Integrated Study of the US and NC
24Concepts Timeless Universal Transferable Abstract and broad (to various degrees)Examples share common attributesRepresented by 1-2 words
25Concept vs. Topic? ENVIRONMENT MANIFEST DESTINY COMPUTER AGE GREAT DEPRESSIONCULTURESUPPLY AND DEMANDMOVEMENTSYSTEMCIVIL WARNOTE: 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.
26Answers to Activity Concepts Topics Environment Manifest Destiny CultureComputer AgeSupply and DemandGreat DepressionMovementSystemCivil War
29Secret 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.
30Question #1What are the components to the NC Balanced AssessmentSystem?
31Question # 2 Which of the following is not one of the four critical things the teacher should be able toanswer when developing an assessment?1. The Purpose for the Assessment2. The Type of Learning to be Assessed3. The Length of The Assessment (how long itshould take to complete)4. The Assessment Instrument to be Used
32Question # 3 Which of the choices below combine content and skills into a format thatshows what students know and can do?a) Selected Responseb) Constructed Responsec) Performance Taskd) Personal Communication
33Question # 4What tool would the teacher use to determine the type of knowledge to be assessed as well as the cognitive process for which students should beengaged?
34Here 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.
35Two Essential Questions 1) How does one select or design assessmentinstruments and procedures that provide accurateinformation 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 withone another?(The degree of consistency)
36Learning occurs best when there is… A purposeful process that aligns:CurriculumInstructionAssessmentComplete alignment:ContentCognitive TypeContextWhat is Written…What is Taught…What is Tested…
37How well could you learn to bake cakes from “The Cake Boss”?
39Here is where you will prepare your cake for final judging.
40Let’s Do A Little Experiment Please work independently.
41When Preparing To Develop Assessments… …there are four fundamental things to be able toknow the answers to:1. The Purpose for the Assessment2. The Type of Learning to be Assessed3. The Assessment Method to be Used4. The Assessment Instrument to be Used
42#1 = The Purpose for Assessing Gauging Student NeedsMonitoring ProgressChecking UnderstandingDemonstrating Understanding
43#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.)
44What 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 myunderstanding of how cars work, what other drivers are doing, and road conditions.
45 Extended Written Response Performance Assessment #3 = The Four Basic Categories of Assessment Methods That Are Generally Used In The Classroom Selected Response Extended Written Response Performance Assessment Personal Communication
59JIGSAWEach 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.
60Work 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.
63Unit Planning- First Steps Use the unit planning chart to create the framework for lesson planning.Time/ EventStandard/ ObjectiveConceptVocabAssessmentInstructionalStrategiesLiteracy ShiftTechnologyTasksTransfer this.Add this.We will NOT work with these columns today.
64Objective/Assessment Alignment 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.
65Go back to your jigsaw group in your grade level location. Tie up loose ends with your timelines.Add concepts from your unpacking documentand/or concept chart.Add specific Tier 3 (content-specific) vocabularythat will have to be included to learn thetime/event thoroughly enough to address thestandards within the unit.
66Return to Whole Group at 3:15 for closure and dismissal from here.