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Teaching American History Roots of Freedom Presented by: Angela Dorough Gil Diaz Heather Jenkins.

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Presentation on theme: "Teaching American History Roots of Freedom Presented by: Angela Dorough Gil Diaz Heather Jenkins."— Presentation transcript:

1 Teaching American History Roots of Freedom Presented by: Angela Dorough Gil Diaz Heather Jenkins

2 Welcome Registration and Continental Breakfast 8:00 a.m.-8:30 a.m.

3 Introductory Activity Gallery Walk 8:30 a.m.-8:45 a.m.

4 Daily Outcomes All participants will…  Gain a historical foundation in the Constitution and the early Federal period of US history  Learn & practice effective history/social studies and literacy instructional strategies  Share and learn best practices by becoming a community of practice around historical thinking  Be able to generate motivation (for teachers and students)  Become excited about teaching history-social studies (experiential)  Know, respect, and trust each other (experiential)  Be actively engaged in practicing the strategies (experiential)

5 Morning Review Led by Suzanne Snider 8:45 a.m.-9:00 a.m.

6 Preparing to create a Photo Story Led by Gil Diaz 9:00 a.m.-9:15 a.m.

7 What is history? Dr. Daniel E. Walker 9:15 a.m.-10:15 a.m.

8 Break 10:30 a.m.-11:30 a.m.

9 Primary Sources Donald Schwartz, Ph.D. 10:30 a.m.-11:30 a.m.

10 Lunch 11:30 a.m.-12:15 p.m.

11 Socratic Seminar Led by Linda Mehlbrech 12:15 p.m.-1:45 p.m.

12 Coaching Introduction Led by Suzanne Snider 1:45 p.m.-3:00 p.m.

13 Coaching is not about teaching the caterpillar how to fly, it’s about creating an opening for it to see the possibility. Paul Lefebvre

14 Why Peer Coaching? Traditional methods of professional development have limited success in promoting new strategy implementation – Little to no opportunity for reflection. – Generally limited to “skill” learning with no follow-up – Limited implementation in the classroom

15 A Content Coach Works on the premise that teachers want to – Extend their content knowledge – Increase their instructional strategies – Use assessment to plan effective lessons Is able to help a colleague reflect on his/her instruction to grow in these areas Does all this in a safe, non- evaluative, non-threatening manner.

16 At your table…. Talk about what coaching means to you. – Have you ever coached before? – Have you ever been coached before? – What was the experience like?

17 In coaching we believe that Each of us has resources that enable us to grow and change from within. The person being coached, not the coach, evaluates what is good or poor, appropriate or inappropriate, effective or ineffective about his/her work.

18 Role of the Coach To support and guide Participating Teachers at the site in the process of providing history/social studies instruction in support of the adopted curriculum – Modeling effective, curriculum-aligned lessons – Collaboration on effective strategies – One-on-one support of Participating Teachers – Data collection

19 The Role of the Coach Plan ModelReflect CollaborateCoachConsult Evaluation

20 At your table…. Share your thoughts. – How does this view of coaching fit with previous experiences you have had with coaching? – How do you see yourself in this role?

21 We will give you a set of strategies a way of thinking a way of working that invites others to shape and reshape their thinking and problem solving capacities.

22 The International Reading Association says: Adolescents today require high degrees of literacy in order to understand complex texts in a variety of media, covering a range of topics and subject areas. Every day in the US 3,000 students drop out of school The main reason they give is that they do not have the literacy skills to be successful.


24 Content Area Literacy Standards for Social Studies

25 Read & Run Form pairs. Each participant has the questions to be answered. The first person runs and reads the poster, finds the answer to the first question, comes back and teaches his partner. Partner writes the answer. Second persons runs to find the answer to the second question while person 1 is writing his response. Person two returns, teaches person 1 and person 1 records the answer and then leaves in search of the answer to question 3.

26 Debrief with your group What have you learned? What are your concerns? What are you excited about? Prepare to individually share one sentence that sums up your understanding of coaching at this point.

27 Evaluation Led by Angela Dorough 3:00 p.m.-3:15 p.m.

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