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Unpacking the TEKS/EOC Give Me the Right Strategies I Can Teach the World Merry Lobrecht

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Presentation on theme: "Unpacking the TEKS/EOC Give Me the Right Strategies I Can Teach the World Merry Lobrecht"— Presentation transcript:

1 Unpacking the TEKS/EOC Give Me the Right Strategies I Can Teach the World Merry Lobrecht

2 zLocation: The world in spatial terms. Where might this place be located? zPlaces and Regions: What is special about this place? What makes it different from other places? How is this place like others near or around it? zPhysical Systems: What physical processes shape the features and patterns of the place? What is the weather/climate like?


4 zHuman Systems: How might people, goods, and ideas travel into and out of this place? zEnvironment and Society: How have people affected this environment? How might this environment affect people? zUses of Geography: How do physical and human features influence historical, current, or future events?



7 Acting as an Amateur Geographer Understanding Economic Systems 5B, 11A Tapping Background Knowledge : What do you need to make a pencil? Primary, Secondary, Tertiary, Quaternary Economic Activities Content Frame: Student pairs brainstorm their own examples of economic activities that make Primary, Secondary, Tertiary, Quaternary classifications Compare Content Frames: Activities that make up Primary, Secondary, Tertiary, Quaternary classifications. Amateur Geographers search Human Development Index. Students complete economic charts.

8 Human Development Index Report HDI Measure development by combining indicators of: life expectancy, education, and income. Frame of reference for both social and economic development.

9 How Can You Use This in Your Class? How can you modify these lessons to meet the needs of all of your students?

10 Strategies to Improve Learning Motivate Games Gather Data Background Knowledge Opportunities to Write Controversy Active Involvement Compare/Contrast

11 c Comparing Classifying Analogy Metaphor : ?

12 Conversation Strategies zAnswers Critical Questions zThink/Pair/Share zFocused Discussion zSticky-note Discussion zRead-and-Say-Something zJigsaw Read

13 zWhat Teachers Need to Know zEOC Success zTEKS Connections to Instruction zTEKS Vocabulary is Critical

14 TEKS Vocabulary Critical TEKS Revisions Interpret TEKS Revisions : Knowledge & Skills, Student Expectations Major Concepts What are the VERBS (Blooms) What are examples that teach this TEKS

15 15 EOC Assessments zFreshman class of 2011–2012 is first group to have EOC as a graduation requirement zAll 12 EOC assessments will be operational in 2011–2012

16 Fewer, Clearer, Deeper Narrower: Core of non-negotiable TEKS, called “Readiness TEKS” covered on every administration, with remaining TEKS, called “Supporting TEKS” cycling in and out over timeReadiness TEKS” covered on Supporting TEKS Higher: More items must be answered correctly for score to be proficient Tested every year TEKS Assessed Across years Deeper: More questions pertaining to each of the Readiness TEKS than was true of TAKS

17 zTests will contain a greater number of items that have higher cognitive complexity levels. zItems will be developed to more closely match the cognitive complexity level evident in the TEKS VERBS zIn social studies, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment. Deeper

18 Blueprint Geography EOC OBJECTIVESNUMBER OF ITEMS Category 1: History, Government, Citizenship 14 Category 2: Geography26 Category 3: culture14 Category 4: Economics, Science, Technology, Society 14 Readiness Standards60-65% 41-44 Supporting Standards35-40% 24-27 Total Number of Items68

19 TEKS Vocabulary is CRITICAL


21 Making Global Connections Students demonstrate the interconnectedness of global issues and solutions through a kinesthetic exercise using global issue cards.

22 Seeking Asylum Sides Debate Through simulation, students experience the difficult choices and struggles facing refugees and internally displaced persons when they are forced to leave their homes. Students learn about the root causes of refugee and IDP crises. Informal Debate: should we allow more refugees in? Human Opinion Line Family groups of 4 What 5 items do you take with you? Read scenarios UN asylum 1 family permanent residency

23 Window Pane zCatch student interest-fold paper into ‘windows’ zMain points- supportive details

24 Visual Literacy z Divide and Conquer z Photo, Primary Source, Map, Chart, Graphs z OPTIC: overview, parts, title, interrelationships, conclusion z Divide picture into quarters or columns z Discuss main idea, details, compare/contrast z Create or read title, draw conclusions

25 Hungry Planet/ Material World Analyze a photo Primary Source What Do You Know About Different Cultures? These photos were taken in different countries around the world. Student Quest: Critical Thinking Questions

26 Bhutan zSubsistence farming zNew electricity


28 zWhat is the primary food group this family consumes? What food groups are less abundant in this photograph? Why do you think this might be the case?

29 Compare the Namgay family’s diet to that of a typical family in your community. What types of food items that many American families consume are absent from this photograph? Why do you think this might be the case?


31 United States zGlobal trendsetter z“Junk food” zMany Americans trying to watch their diet


33 Sticky Note Review Write review questions or main points on individual post-it notes Place sticky notes on the correct place on the reading, map, primary source Use the information on the sticky notes to review

34 34

35 Map Relay Race z Number the countries z Place a letter of the alphabet on physical features z Student groups number and letter blank sheets of paper and compete to complete their paper correctly first.


37 Review the Strategies xSocial Studies Strategies x21 st Century Strategies xMarzano’s Strategies x Which Strategies did we use today?

38 “The best hope of increasing achievement for our students lies in the amount and degree of engagement in learning that we can orchestrate.” Curriculum Architecture, Hawkins and Graham Student Success

39 Reflections

40 zTicket Out or Ticket IN zRules: zEach student must give a ‘ticket out’ before leaving class. zA ticket may be anything that was discussed during the class period: definitions of words, location of cities or countries, examples of items discussed in class, etc. zNo one may repeat what has already been said. For example: two students cannot define the same word or give the same example. zIt is your choice on whether or not they may look at notes or textbook. zWhen to use ‘Ticket Out’: zDuring last 5-8 minutes of class zChange it to ‘Ticket In’ and use as a review for the first five minutes of class. zRationale: zIt gives every student the opportunity to respond and be involved at least one time during the class period. zIt makes students responsible for responding at least once a class period.

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