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Unpacking the TEKS/EOC

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Presentation on theme: "Unpacking the TEKS/EOC"— Presentation transcript:

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

2 Thinking Like a Geographer 6 Essential Elements of Geography
Location: The world in spatial terms. Where might this place be located? Places 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? Physical Systems: What physical processes shape the features and patterns of the place? What is the weather/climate like?


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


6 Geography Artifacts Geographer: WHERE,WHY
Historian: WHEN, Technological development Economist: COST, Craft Urban development Scientist: MATERIALS, TOOLS Sociologist: PEOPLE, Education- art or music Balloon mouth walk…What are the reasons for this method? Are teachers too unskilled to teach behavior? Can’t kids learn new behaviors?

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
Answers Critical Questions Think/Pair/Share Focused Discussion Sticky-note Discussion Read-and-Say-Something Jigsaw Read

13 TEKS What Teachers Need to Know EOC Success
TEKS Connections to Instruction TEKS Vocabulary is Critical

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

15 EOC Assessments Freshman class of 2011–2012 is first group to have EOC as a graduation requirement All 12 EOC assessments will be operational in 2011–2012 15 TEA Mathematics Update-CAMT 2009

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

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

18 Blueprint Geography EOC
OBJECTIVES NUMBER OF ITEMS Category 1: History, Government, Citizenship 14 Category 2: Geography 26 Category 3: culture Category 4: Economics, Science, Technology, Society Readiness Standards 60-65% Supporting Standards 35-40% Total Number of Items 68

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 Catch student interest-fold paper into ‘windows’
Main points- supportive details

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

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

26 Bhutan Subsistence farming New electricity
Most residents of this small mountainous country in the Himalayas practice subsistence agriculture. The Namgay family of Shingkhey Village is no exception. They grow most of their own fruits and vegetables and try to avoid having to purchase these items at the market. On the occasions when they do need to buy food at the market, they feel a financial pinch. In this way, they typify subsistence farmers around the world. During the Hungry Planet team’s visit, Shingkhey Village was finally connected to Bhutan’s electrical grid. This electrification will likely bring change to the villagers’ lives, possibly affecting the ways in which they preserve and prepare food. The next slides introduce you to the Namgays’ lifestyle, as seen through the family’s weekly food supply. Subsistence farming New electricity


28 What food groups are less abundant in this photograph?
What is the primary food group this family consumes? We see mainly vegetables, with few meat and dairy products. Most people in Bhutan are Buddhist and don’t kill animals for food. The Namgays only eat meat when an animal dies naturally or accidentally, or during the puja—a special cleansing of evil spirits that monks lead in the village about 12 times a year. There are about 12 houses in the village, and each house has one puja per year. During the puja, villagers share a pig that has been killed by a special butcher. The family also purchases dried meat or fish about once a month. The fish in the right-center portion of the photograph represents the amount of dried fish or meat the family will eat in about three months. What food groups are less abundant in this photograph? Why do you think this might be the case?

29 Why do you think this might be the case?
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? The Namgays have none of the processed food and “junk food” so common in the United States and, increasingly, in many other countries. Like most Bhutanese families, the Namgay family grows almost all of its own produce and keeps cows for milk and butter. They have no access to a supermarket, nor would they be able to afford to shop in a supermarket if one were available. When they run out of something, they borrow from neighbors, reallocate some of the family budget to buy it, or go without.

30 Reflection: Carousel Brainstorming
Compare similarities among the different photos Now list a few things that are different As a group, discuss your lists

31 United States Global trendsetter “Junk food”
In many ways, the United States sets global trends for food and beverage consumption. You have noticed familiar American brands in many of the previous photographs. These brands invariably include a good deal of “junk food,” such as soft drinks, potato chips, and candy. Many American families who have become highly accustomed to eating this type of food are now trying to find healthier alternatives. This is the case for the Revis family of North Carolina. Global trendsetter “Junk food” Many 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


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


37 Review the Strategies Social Studies Strategies
21st Century Strategies Marzano’s Strategies Which Strategies did we use today?

38 Student Success “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

39 Reflections

40 Ticket OUT Ticket Out or Ticket IN Rules:
Each student must give a ‘ticket out’ before leaving class. A 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. No one may repeat what has already been said. For example: two students cannot define the same word or give the same example. It is your choice on whether or not they may look at notes or textbook. When to use ‘Ticket Out’: During last 5-8 minutes of class Change it to ‘Ticket In’ and use as a review for the first five minutes of class. Rationale: It gives every student the opportunity to respond and be involved at least one time during the class period. It makes students responsible for responding at least once a class period.

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