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Teaching American History Grant’s Freedom Project Turning Points and Learning Points in American History. Partnerships: Red Clay & Christina School Districts.

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Presentation on theme: "Teaching American History Grant’s Freedom Project Turning Points and Learning Points in American History. Partnerships: Red Clay & Christina School Districts."— Presentation transcript:

1 Teaching American History Grant’s Freedom Project Turning Points and Learning Points in American History. Partnerships: Red Clay & Christina School Districts University of Delaware’s Center for Teacher Education

2 Acknowledgements (national) United States Department of Education. ▫Teaching American History Grant Award.  $997,646 over 3 years

3 Acknowledgments (Local) Becky Reed Supervisor of Social Studies & Project Co-Director. Portia Tyson Social Studies Supervisor.

4 Other Partners Gilder Lehrman Institute of American History. Delaware Historical Society. Delaware Public Archives. Office of Educational Technology. Center for Effective School Practices – Rutgers University.

5 Goals Improve instruction. Increase student achievement.

6 Foci Deepen teachers’ content knowledge. Identify and counter student misconceptions.

7 Benefits to Participants Graduated stipends ($1300 for 1 st year; then $1500 and $1700). Receive after summer institute and all requirements are met. $150 for participation in 3 after school PLC meetings. Guest presenters provided by Gilder Lehrman Institute of American History. $500 in annual resources. Lesson study (including release time to observe). Food. Primary source materials (US & Delaware). Lectures by renowned historians & researchers in the areas of historical thinking study (e.g. Peter Kolchin, George Rable, Abby Reisman, Sam Wineburg). Opportunities for graduate credit (limited subsidies - $10k per year). Advanced placement professional development (4 teachers from Red Clay & Christina each year).

8 Requirements 1 year of participation (2 weekend workshops, 1 summer institute, 3 PLC meetings). Participation in lesson study. Participation in evaluation plan (details on next slide and handout). Textbook readings. Field test research lessons & contribute student work samples (before & after).

9 Optional Events November 1: Tom Childers (Penn) WWII & November 8: Susan Schulten (Denver) Mapping the Nation. December 14-16: Williamsburg Trip. March 15: Sam Wineburg (Stanford History Education Group).

10 Evaluation Plan Teacher pre-post tests (only those who started in Year 1…sorry :( Student pre-post tests (participants’ and their comparisons’ each year). Resource survey (each year). Observations (each year). State test scores (history). Fidelity – attendance, completing assignments. NOTE: This is PROGRAMMATIC evaluation. You are not be evaluated or reported on. The program is. Question – is the program having an effect?

11 Surveys Student Pre-Tests Codes included in Excel document with teacher codes. Type in students names and store securely for post-test. Take ideally before 1 st workshops (no later than Oct. 26 at 5 p.m.). Recruit a non-participating colleague who is willing to have his or her students serve as a comparison. Resource Survey Use same code number. Take during summer institute.

12 Baseline Observations Will be conducted sometime in the near future. Klonda Speer (CESP-RU) will be contacting some of you by to set up. Follow-ups in the spring.

13 Contributions to Your Profession Unearth student misconceptions (about content and history). Develop a progression model. Create lessons and metacogntive tools that counter the misconceptions.

14 Cohort A: Workshops & Institutes See for schedules and itineraries.http://www.tahfp.udel.edu/schedule/

15 Cohort B: Workshops & Institutes See for schedules and itineraries.http://www.tahfp.udel.edu/schedule/

16 Freedom Why this Theme? “No idea is more fundamental to Americans’ sense of themselves as individuals and as a nation than freedom.” Eric Foner 2005 Professor of History, Columbia University

17 Lesson Study 1.Join a lesson study group. 2.Select a “research lesson.” 3.Meeting 1: Work with your group to design your research lesson. 4.Meeting 2: one volunteers to teach, the others observe & record student responses. Substitutes paid for. See instructions on next page & website. 5.Meeting 3: meet to revise the lesson based on field testing. Stipends: You may get paid $50 for each 2 hour meeting but they must occur AFTER school hours to get paid. Teaching American History Grant’s Freedom Project

18 Substitute Instructions

19 Notification Required

20 Evaluation: Year 2 Findings See Executive Summary in binders. Lingering Issues “too many teachers and students fail to take both pre and post tests “fail to enter valid ID numbers.”

21 Evaluation – Key Points Positives Perceptions of resources received. Improve instruction. Improved attention to standards. Teacher content knowledge – open ended items +++. Teacher content knowledge – goals achieved (you v comparison teachers). Student achievement – multiple choice met goals. Negatives “too many teachers and students fail to take both pre and post tests “fail to enter valid ID numbers.” Teacher content knowledge – multiple choice items ---. Student achievement – scores “so low on [open ended] items…that scores are meaningless.” Student achievement – “intervention has had little apparent effect…on open ended items.


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