1. Clarifying Content Priorities, Backward Design, and Marzano’s Nine
Standards-Based Instruction

2. Essential Questions
Are the principles of good history instruction consistent with teaching to the standards?
How do we cover a large amount of content in so little time?

3. Workshop Benchmarks
Compare characteristics of good history instruction with standards-based social studies
Develop a framework for prioritization of content.
Integrate strategies from Classroom Instruction That Works

4. The Standards
On Good History Instruction – Which quote best represents your view of good history instruction?
Are the concepts in the history standards consistent with good history instruction?

5. Good History vs. Standards1.
Good
History
State
Standards 3.
Good
History
State
Standards
Good
History
State
Standards 2.

6. Prioritizing Content Priorities Matrix – How to determine priorities
Priority 1 – Benchmark
Priority 2 – Indicators
Priority 3 – Indicators or ‘enrichment’
Matrix – How to determine priorities
Characteristics
Relationship to the standards – Litmus Test
Examples and key words
Effective and Ineffective Uses

7. Prioritizing Content Assessment Pacing
Why prioritize content? Implications for:
Assessment
Use P2s as paths to P1s
Don’t assess P3s
Pacing
Spend most of the time on P1s and P2s
Priority Determination can be with:
Topics, textbook sections, worksheets, primary sources

8. Prioritizing Content & Backward Design
Identify Desired Results – Based on Priority 1 Characteristics
Determine Acceptable Evidence – Based on Priority 1 Effective Uses
Plan Learning Experiences and Instruction – Based on Priorities 1-3 Effective Uses

9. Prioritizing Content & Good History Instruction
Priority 1 emphasizes:
significant substance of the discipline – Wilson & Sykes
significant themes and questions – Levstik & Barton
discernible patterns and trends – Wineburg
analysis and understanding – OSU
causal relationships – Cantor and Schneider
going beyond factual memorization - Seixas and Sunal
answering how and why - Cantor and Schneider
engaging in historical thinking – NCHS

10. Prioritizing Content &Teaching to the Standards
P1s guarantee benchmark coverage
P2s guarantee unpacking the benchmarks
P3s help to weed out non-essential and non- assessable content

11. Strategies
Marzano’s Essential Nine – from Classroom Instruction That Works
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers

12. Meta-analysis Data Strategy Avg. Effect Size Percentile Gain
1. Identifying Similarities and Differences
1.61 45
2. Summarizing and Note Taking
1.00 34
3. Reinforcing Effort and Providing Recognition
.80 29
4. Homework and Practice
.77 28
5. Nonlinguistic Representation
.75 27
6. Cooperative Learning
.73
7. Setting Objectives and Providing Feedback
.61 23
8. Generating and Testing Hypotheses
9. Questions, Cues, and Advance Organizers
.59 22

13. Essential Nine in Backward Design
Setting Objectives and Providing Feedback
Cues, Questions, Advance Organizers
Summarizing and Note Taking
Identifying Similarities and Differences
Non-Linguistic Representations
Cooperative Learning
Generating and Testing Hypotheses
Homework and Practice
Reinforcing Effort and Providing Recognition

14. Setting Objectives Based on Priority 1
If students are aware of an intended outcome, they know what to focus on
Set objectives that are not too specific
Communication of objectives is as important as setting objectives
Posting on the wall
Weekly agenda/syllabus
Website, blog

15. Communicating Objectives

16. Providing Feedback Feedback should be: Tools
Timely – immediate is best
Specific to a criterion
Corrective in nature
Tools
E-instruction
Quia.com
Online gradebook
Blog

17. Cues, Questions, Advance Organizers
Accessing Prior Knowledge – Cognitive Learning Theory
Connection to Priority 1 and the Benchmark – focus on essential information
Essential Questions
Advance Organizers
Expository – straightforward description of new content – may be written or visual (e.g. United Streaming)
Narrative – Stories
Skimming – quickly reading upcoming information
Graphic – KWL and Modifications

18. Note Taking
Students analyze a subject to expose what's essential and then put it in their own words
Formats – graphically organized, outline, guided
Encourage and give time for review and revision of notes
Cornell Notes
Interactive Notebook
Notes can be the best study guides for tests
Keep out the non-essentials – focus on P1s and P2s

19. Summarizing
Requires substituting, deleting – getting at the essential ideas
History Frame Graphic Organizer
MS Word Auto summarize
Document-Based Summaries
Technology adaptation – Wiki summary

20. Summarizing with a Wiki

21. Non-Linguistic Representations
Enhances students’ ability to represent and elaborate on knowledge using mental images
Graphic Organizers
Cause/Effect
Sequencing/Flow Charts/Time Lines
Visual Literacy
Political Cartoons
Photographs
Propaganda

22. Identifying Similarities and Differences
“Compare” in the state standards means “compare and contrast”
Venn diagrams and alternatives
Metaphors and analogies

23. Visual Metaphors

24. Visual Metaphors

25. Cooperative Learning
Provides students with opportunities to interact with each other in ways that enhance their learning
Vary grouping criteria
Manage group size
Use rubrics to assess –
Jigsaw

26. Generating and Testing Hypotheses
Promotes higher level of thinking
Historical Investigation
Clearly describe the historical event or issue to be examined
Identify what is known or agreed upon and what is confusing, contradictory, or controversial
Based on what you understand about the situation, offer a hypothesis
Seek out an analyze evidence to determine if your hypothetical scenario is possible.
Decision Trees

27. Decision Trees

28. Generating Hypotheses – Counterfactual History
Can’t be “scientifically” tested
Helps identify root causes
What If?

29. Generating Hypotheses –Economics
Systems Analysis
Explain the purpose of the system, the parts of the system, and function of each part
Describe how the parts affect one another
Identify a part of the system, describe a change in that part, and then hypothesize what might happen as a result of this change
Test your hypothesis by actually changing the part or by using a simulation to change the part. Or, “test” your hypothesis by considering and describing the effects of the change on the system.

30. Homework and Practice
Homework can be an asset or liability depending on how we approach it
Establish and communicate a policy
Web tools – blogs, online gradebrook, etc.
Clarify the purpose of homework
Comment on homework
Practice – skills and methods benchmarks

31. Reinforcing Effort and Providing Recognition
Rewards are most effective when contingent on attaining some standard of performance
Verbal rewards are more effective than tangible rewards
Be specific – to whom and for what
Have students keep track of their effort and achievement
Student Galleries – posted on the walls, on the web