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2013 IHE Summer Institutes |Change Teacher Practice  Change Student Outcomes Remodeling Session K-12 Social Studies: Generalizations, Performance Tasks and Learning Experiences Presenting At The Eastern IHE Institute Presenting At The Western IHE Institute Ann Carlock, Consultant Justyn Knox, Consultant Michelle McLaughlin, Consultant Steve Masyada, Consultant Fay Gore, Section Chief

Session Objectives  Acquire or reinforce knowledge of available resources provided by NCDPI which are critical for the success of a K-12 Social Studies teacher.  Understand the purpose of a performance task, based on the work of H. Lynn Erickson.  Exemplify learning experiences that will lead to mastery of targeted understandings.

 Essential Standards  Crosswalks  Unpacking Documents  Key Terminology  Online Modules  Graphic Organizers  SS Update Webinars  SS Wiki Site UNPACKING THE STANDARDS  Concept-Based Lesson Planning  Online Resources  Classroom Assessment Samples  Data Literacy  Unit Development Planning & Design  Templates That Support Unit Design  Aligning Classroom Assessments  Disciplinary Literacy DEVELOPING LOCAL CURRICULA INSTRUCTIONAL DESIGN Phase I Phase II Phase III NC K-12 Social Studies

Generalizations Teaching to generalizations involves teaching with the end in mind.  What understandings/big ideas do we want students to come away as a result of the learning?

Assessing Understanding The best way to assess conceptual understanding is by crafting a quality performance task. How does teaching with a performance task in mind differ from simply assessing for facts?

Begin with the end in mind (KUD) and work toward assessing for understanding.  Identify the desired results (KUD – Know/Understand/Do).  Design meaningful performance tasks that meet critical KUD’s.  Develop effective criteria to evaluate the results. Assessing for Understanding

A Quality Performance Assessment Is…  Aligned with generalizations/essential understandings  Authentic/Scenario/Simulation based  Designed to offer students options  Evaluated against clear criteria

What Are Your Thoughts On How This Performance Task Addresses The Criteria For A Quality Performance Task? [What] The Topic: As one of a team of cultural anthropologists, analyze the interactions of the early European settlers and American Indians. [Why] Generalization(s): Interaction between different groups may lead to cultural diffusion. [How] Student Performance: Research one aspect of early Native American Indian and European culture (history, arts, religion, government, daily living, land use...) before and after the interaction between the groups. Drawing from your research, write a case study describing the obvious impacts or influences that these merging cultures have had on each other over time. As one member of the anthropological team, present an insightful and powerful speech to the state historical society, using visuals or multi-media, detailing the positive and negative lessons to be learned from the historical study of merging cultures.

How Did You Do?

A Learning Experience IS …  Work that allows the learner to have direct experience with a specific action, task, or process that will prepare them for the performance task. A Learning Experience IS NOT…  The activity alone A Learning Experience

[What] The Topic: As one of a team of cultural anthropologists, analyze the interactions of the early European settlers and American Indians. [Why] Generalization(s): Interaction between different groups may lead to cultural diffusion. [How] Student Performance: Research one aspect of early Native American Indian and European culture (history, arts, religion, government, daily living, land use...) before and after the interaction between the groups. Drawing from your research, write a case study describing the obvious impacts or influences that these merging cultures have had on each other over time. As one member of the anthropological team, present an insightful and powerful speech to the state historical society, using visuals or multi- media, detailing the positive and negative lessons to be learned from the historical study of merging cultures. Brainstorm & Share Your Suggestions Of Possible Learning Experiences Which Might Help Students Successfully Complete The Performance Task

Planning The Learning Experiences Learning Experiences:  Are developed after you have designed the performance task.  Are the content, understandings and skills students will need to learn in order to effectively complete the performance task.  Require student engagement/involvement. Plan backwards and teach forward!

Practice Your Task:  Craft learning experiences that will lead students to successfully demonstrating their knowledge, understanding and skills of the learning.  Working with your partners, craft appropriate and deliberate learning experiences that align with the standards, generalizations, and performance task!

Share out  Information from the group sharing….Why did you select these learning experiences?  Feedback from the groups… Is there anything you feel might have been left out of the deliberate learning experience that should have been included?  Information from the group sharing…. Do you have any other thoughts on what YOU did?

 Essential Standards  Crosswalks  Unpacking Documents  Key Terminology  Online Modules  Graphic Organizers  SS Update Webinars  SS Wiki Site UNPACKING THE STANDARDS  Concept-Based Lesson Planning  Online Resources  Classroom Assessment Samples  Data Literacy  Unit Development Planning & Design  Templates That Support Unit Design  Aligning Classroom Assessments  Disciplinary Literacy DEVELOPING LOCAL CURRICULA INSTRUCTIONAL DESIGN Phase I Phase II Phase III NC K-12 Social Studies

Lesson Planning

Social Studies Fall Training RESA Dates: RESA Training DateRegion Serving? September Region 1 September Region 2 October 8 - 9Region 5 October Region 3 October Region 4 October Region 8 October Region 6 November 6 - 7Region 7