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

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?

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

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?

Good History vs. Standards 1. Good History State Standards 3. Good History State Standards Good History State Standards 2.

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

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

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

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

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

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

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

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

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

Communicating Objectives www.ahistoryteacher.com/wh/

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

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

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

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

Summarizing with a Wiki http://www.ahistoryteacher.com/~ahistory/apwhreview/

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

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

Visual Metaphors

Visual Metaphors

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 – http://rubistar.4teachers.org/ Jigsaw

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

Decision Trees

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

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.

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

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