1. Mark Jarrett, Ph.D. Florida Transformative Education

2. How does a teacher squeeze all of Florida’s Next Generation Sunshine State Standards (NGSSS)—from the causes of the Civil War to the present—into a one-year course?

3. Agenda New Standards, New Test, New Challenges Next Generation Sunshine State Standards (NGSSS) Next Generation Sunshine State Standards (NGSSS) EOC Assessment Test Item Specifications EOC Assessment Test Item Specifications How Do Students Learn? What the Research Says How Do Students Learn? What the Research Says Organizing the US History Standards Organizing the US History Standards Key Learning Features of Gateway to US History Key Learning Features of Gateway to US History

4. Challenges Posed by Florida’s New End-of-Course Testing Broad Range of Content Broad Range of Content More Document-Based and Data-Based Assessment Items: some may combine data- interpretation and critical-thinking skills with assessment of specific content knowledge More Document-Based and Data-Based Assessment Items: some may combine data- interpretation and critical-thinking skills with assessment of specific content knowledge Assessment Items of Varying Cognitive Complexity Assessment Items of Varying Cognitive Complexity Online Test Administration? Online Test Administration?

12. How Do We Learn?

13. Three Key Learning Principles from How People Learn: Unmask Preconceptions Unmask Preconceptions Conceptual Learning Conceptual Learning Metacognitive Approach Metacognitive Approach

14. HOW STUDENTS LEARN National Research Council, How People Learn (1999) KEY FINDINGS 1. “Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.”

15. KEY FINDINGS 2. “To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application.” 3. “A metacognitive approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.”

16. Robert Marzano, Debra Pickering & Jane Pollack, 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

17. What is the best way to organize Florida’s NGSSS Benchmarks for United States History?

19. A special opening unit teaches all the required social studies skills. A special opening unit teaches all the required social studies skills. Students can use these chapters at the beginning of the course or refer to them as they go. Students can use these chapters at the beginning of the course or refer to them as they go. This unit lays a foundation for later practice questions in the book. This unit lays a foundation for later practice questions in the book. “Historians at Work”: Students learn how to interpret historical documents “Historians at Work”: Students learn how to interpret historical documents

20. Civil War and Reconstruction Chapter 3. The Civil War Chapter 4. Reconstruction Chapter 5. "Go West!" Civil War and Reconstruction Chapter 1. The Civil War Chapter 2. Reconstruction Chapter 3. "Go West!"

21. America’s Second Industrial Revolution Chapter 4. The Triumph of Industry Chapter 4. The Triumph of Industry Chapter 5. The Labor Movement Chapter 5. The Labor Movement Chapter 6. Cities, Immigrants and Farmers Chapter 6. Cities, Immigrants and Farmers Chapter 7. The Progressive Era Chapter 7. The Progressive Era

22. World Affairs through World War I Chapter 8. American Imperialism Chapter 8. American Imperialism Chapter 9. World War I Chapter 9. World War I

23. The Roaring Twenties & the GreatDepression

24. World War II and Post-World War II Chapter 12. World War II Chapter 12. World War II Chapter 13. Chapter 13. The Cold War The Cold War

25. Modern America: Global Leadership and Domestic Issues

26. Structure: Key Learning Features Unit Opener: Advance Organizer Chapter Opener: Florida NGSSS Benchmarks Covered in this Chapter Chapter Opener: Names and Terms You Should Know (Word Wall) Chapter Opener: Florida “Keys” to Learning (Important Ideas) Chapter Text: “Chunked, Clustered and Illustrated” The Historian’s Apprentice (Student Activities) Review Cards Concept Map What Do You Know? (EOC-type Practice Questions)

27. Chapter Opener NGSSS Benchmarks in the Chapter NGSSS Benchmarks in the Chapter Key Terms and Names Key Terms and Names

28. The Most Important Ideas Your Students Should Know Purposes: An Overview that Provides a Framework for More Detailed Information in the Chapter An Overview that Provides a Framework for More Detailed Information in the Chapter A Preview that Checks What Students Already Know A Preview that Checks What Students Already Know A Summary that Students Can Refer to after Reading the Chapter A Summary that Students Can Refer to after Reading the Chapter Florida “Keys” to Learning

29. The Most Important Ideas Your Students Should Know Purposes: An Overview that Provides a Framework for More Detailed Information in the Chapter An Overview that Provides a Framework for More Detailed Information in the Chapter A Preview that Checks What Students Already Know A Preview that Checks What Students Already Know A Summary that Students Can Refer to after Reading the Chapter A Summary that Students Can Refer to after Reading the Chapter Florida “Keys” to Learning

30. The Most Important Ideas Your Students Should Know Purposes: An Overview that Provides a Framework for More Detailed Information in the Chapter An Overview that Provides a Framework for More Detailed Information in the Chapter A Preview that Checks What Students Already Know A Preview that Checks What Students Already Know A Summary that Students Can Refer to after Reading the Chapter A Summary that Students Can Refer to after Reading the Chapter Florida “Keys” to Learning

31. Student- Friendly Text Clustered into Sections Clustered into Sections Emphasizes Key Concepts Emphasizes Key Concepts Cutting-Edge History Cutting-Edge History Key Names are Bolded Key Names are Bolded Accompanied by Illustrations, Maps and Graphic Organizers Accompanied by Illustrations, Maps and Graphic Organizers

32. Student Interaction: The Historian’s Apprentice Some activities ask students to apply and reorganize information they have just read, or to view this information from different perspectives Some activities ask students to apply and reorganize information they have just read, or to view this information from different perspectives Other activities go beyond the book and ask students to act like real historians by conducting research or interpreting primary documents Other activities go beyond the book and ask students to act like real historians by conducting research or interpreting primary documents

33. Student Interaction: The Historian’s Apprentice Some activities ask students to apply and reorganize information they have just read, or to view this information from different perspectives Some activities ask students to apply and reorganize information they have just read, or to view this information from different perspectives Other activities go beyond the book and ask students to act like real historians by conducting research or interpreting primary documents Other activities go beyond the book and ask students to act like real historians by conducting research or interpreting primary documents

34. Student Interaction and Application: The Historian’s Apprentice

35. Summary and Reinforcement: Chapter Concept Map Research continues to demonstrate the value of concept maps for cognition Research continues to demonstrate the value of concept maps for cognition Each Concept map emphasizes key relationships Each Concept map emphasizes key relationships

36. Summary and Reinforcement: Chapter Concept Map Research continues to demonstrate the value of concept maps for cognition Research continues to demonstrate the value of concept maps for cognition Each Concept map emphasizes key relationships Each Concept map emphasizes key relationships

37. Summary and Reinforcement: Chapter Concept Map

38. Summarization, Reinforcement and Resources for Different Learning Styles Review Cards at the End of Each Chapter

39. Summarization, Reinforcement and Resources for Different Learning Styles Review Cards at the End of Each Chapter

40. Practice Items based on the EOC Specifications

44. EOC Assessment Skills/Practice Introductory chapter includes a typology of questions, based on critical thinking skills Introductory chapter includes a typology of questions, based on critical thinking skills Introduction also presents a metacognitive test- taking strategy: examine the question; recall what you know about the topic; then apply what you know to answer the question. Introduction also presents a metacognitive test- taking strategy: examine the question; recall what you know about the topic; then apply what you know to answer the question. Historians at Work chapter guides students in analyzing documents and data. Historians at Work chapter guides students in analyzing documents and data. Continuous self-assessment in the end-of-chapter questions Continuous self-assessment in the end-of-chapter questions Cumulative assessment in the final practice test Cumulative assessment in the final practice test

45. SOME BASIC CLASSROOM STRATEGIES Use the “Florida Keys to Learning” to preview the lesson and see what students already know. Discuss lesson in Class. Assign “Historian’s Apprentice” Activities to Groups for completion in-class, in the library or on the Internet, or at home as appropriate. Assign “What Do You Know?” questions for homework or as an in-class quiz. Then discuss the lesson content and the answers to the “What Do You Know” questions in class.

46. Additional Instructional Strategies * Justify Answer Choices After answering a series of multiple-choice questions, have students explain why they selected the answers they chose. Students should explain why their answers are correct and other answer choices are wrong by drawing connections and providing supporting data and information. Test Questions as Advance Organizers Start lesson with “What Do You Know?” questions and review topics students have difficulty with.

47. Additional Instructional Strategies Test Questions The teacher should review with students the types of questions and the different ways of interpreting data found at the front of the book. Students can discuss the language of the test questions with the teacher, especially any test-specific terminology. Sample test questions in “What Do You Know?” can be used in a variety of ways. The teacher should review the first question in each question section with students. Then students can complete the questions at the end of each lesson in class or for homework. Alternatively, students could answer the practice test questions as an open-book quiz or in study groups as a cooperative learning activity. Then the class as a whole should review the answers with the teacher. Students could also be given time to find the correct answers to any questions they missed.

48. Additional Instructional Strategies * Concept Map Students study the concept map to see how different information in the unit is related. Then they try to draw the concept map on their own from memory, or fill in a blank concept map provided by the teacher. Students can also use the concept map to prepare for each unit test and for self-monitoring. Students review those items on the map they cannot recall, or ask the teacher for additional help. * Game Show Format Students can play a “Jeopardy” game at the end of each unit. Teams of students should make their own questions based on the information in the unit.