1. 2013 Summer Institutes | Change Teacher Practice  Change Student Outcomes Remodeling Session K-12 Social Studies: Generalizations, Learning Activities, and Performance Tasks PARTICIPANT VERSION Presenting At The Eastern Summer Institutes Presenting At The Western Summer Institutes Ann Carlock, Consultant Steve Masyada, Consultant Michelle McLaughlin, Consultant Fay Gore, Section Chief

2. Disclaimer The digital tools used during this institute have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during this institute.

3. Session Objectives and Learning Targets Objectives  Understand how to ensure alignment of the standards, generalizations, and instruction to classroom performance tasks.  Exemplify learning experiences that will lead to mastery of targeted understandings Learning Targets  evaluate progress toward implementation and instruction of Social Studies Essential Standards according to self-assessment.  articulate the process of aligning learning experiences to performance tasks for effective Social Studies instruction in North Carolina.  share all information and resources from this session with the leaders and teachers within LEAs and schools.

4.  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

5.  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 Activity Example Self Reflection Assessment Phase IPhase IIPhase III I/The teachers I support) need more training and support on how to use the support documents (crosswalks, unpacking, terminology). (I/The teachers I support) have participated in some type of Unit Development Training to be able to follow the process of developing concept-based units.

7. Lesson Planning

8. http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series

9. 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?

10. 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 K U D

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

12. Performance Task Template [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.

13. Planning The Learning Experiences For A Lesson Learning Experiences:  Are developed after you have designed the performance task  Are the content, understandings and skills that a teacher will need to teach and students will need to learn in order to effectively complete the performance task. Planning With The End In Mind Performance Task Template [What] Topic [Why] Generalization(s) [How] Student Performance The End

14. Questions to Consider Do your learning experiences align back to applicable standards and clarifying objectives? Do the learning experiences allow students to engage in the learning within the parameters that would be similar to the expectations of the ultimate performance?

15. 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

16. Let’s View A Few Examples

17. What’s on your handout?  Standards  Generalizations  Performance Task  Units are available at http://ssnces.ncdpi.wikispaces.net/Unit+Planning+and+ Design http://ssnces.ncdpi.wikispaces.net/Unit+Planning+and+ Design  These are available online at http://si2013.ncdpi.wikispaces.net/SS+Performance+Ta sks http://si2013.ncdpi.wikispaces.net/SS+Performance+Ta sks

18. Practice  As participants your task now is to craft deliberate 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!

19. 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?

20.  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

21. Social Studies Fall Training RESA Dates: RESA Training DateRegion Serving? September 17 - 18Region 1 September 24 - 25Region 2 October 8 - 9Region 5 October 10 - 11Region 3 October 16 - 17Region 4 October 24 - 25Region 8 October 29 - 30Region 6 November 6 - 7Region 7

22. Homebase This will be the North Carolina public schools and charters portal for teachers, students, parents, and administrators. http://www.dpi.state.nc.us/homebase/ http://www.dpi.state.nc.us/homebase/

23. Tweet up!  There will be a special K-12 Social Studies Twitter chat this evening to share resources, discuss experiences and address questions related to today’s session!  We will be using TweetDeck.  Please use the following hashtag - #SSSI13  During the twitter session you can address questions to …  @ AnnAnnCarlock  @SocialStudyMasy  @MMclaughlin180  @FGore

24. For information on 'twitter chats' and establishing a free twitter account, please click each of the links below. What is Twitter? What is a 'twitter chat'? What are hashtags (#)? Establishing a twitter account

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