Transcript Document

Student Learning Objectives (SLO)
Resources for
Social Studies
1
What are SLOs and why are they
important?
Primary Measures of the EES
• Hawaii Growth
Model
• Student Learning
Objectives
Student
Teacher
Growth and
Practice
Learning
• Classroom
Observations
• Core
Professionalism
• Tripod Student
Survey
• Working Portfolio
(non-classroom only)
Educator Effectiveness Data
Improved Student Outcomes
4
SLO Process
10.
Determine
next steps
1. Identify
the
learning
goal
2. Develop or
select
assessment(s)
9. Rating
of SLO
8. Analyze
assessment
results
3. Establish
targets based
on data
7. Revise
targets if
necessary
4. Plan instruction
6.
Implement
the SLO
5.
Receive
initial
approval
Hawaii Department of Education
5
Student Learning Objective Cycle
Step 6:
Monitor
and
Evaluate
the
Results
Step 6:
Monitor
and
Evaluate
the
Results
Step 6:
Monitor
and
Evaluate
the
Results
Data Team Cycles
Step 6:
Monitor
and
Evaluate
the
Results
Student Learning Objectives (SLO)
Student Learning Objectives are teacher
designed content-driven goals set at the
beginning of a course that specifically
measures student learning through an
interval of time (i.e. one school year or one
semester). It supports the achievement and
growth of all students that aligns to daily
instruction and progress monitoring with
specific prioritized goals.
7
Assessments, Scoring
& Criteria
Learning Goal
SLO
Components
Expected Targets
Instructional
Strategies
What is a learning goal and where
can I find resources for it?
A Learning Goal has 5 Sub-Components
Standards
Big Idea
Learning
Goal
Rationale
Learning
Goal
Interval of
Instruction
What are Big Ideas in Social Studies?
Big ideas are powerful, long-lasting concepts or
generalizations that you can organize facts
around when you prepare lessons. Students
who are challenged with Big Ideas are more
likely to become engaged in the learning
process and they will consider the new ideas
and examine their beliefs.
(Adapted from “Social Studies Big Ideas” University of San Francisco, College of Education)
Big Idea Samples and Resources
• In the following slides, you will see some sample
Big Ideas in the social studies disciplines, along
with a few of the national organizations that
specialize in these disciplines. There, you may
find resources for your Big Ideas in social studies.
• The largest organization dedicated to the Social
Studies is the National Council for the Social
Studies (NCSS). Please see their website at:
www.socialstudies.org
Sample Big Idea/Rationale for Civics
The study of government and civics allows students to
understand the nature of government and the unique
characteristics of American democracy, including its
fundamental principles, structure, and the role of
citizens. Understanding the historical development of
structures of power, authority, and governance and
their evolving functions in contemporary U.S. society
and other parts of the world is essential for developing
civic competencies. An understanding of civic ideals
and practices of citizenship is critical to full
participation in society and is a central purpose of the
social studies. (Ky Dept. of Education)
Civics Organizations
• Center for Civic Education (www.civiced.org)
• The Center for Information and Research on
Civic Learning and Engagement (CIRCLE).
(www.civicyouth.org)
• National Center for Learning and Citizenship
(NCLC). www.ecs.org.
– For additional civics resources, please see the
(draft) Social Studies Resource List
Sample Big Idea/Rationale for History
History is an account of events, people, ideas, and their
interaction over time that can be interpreted through
multiple perspectives. In order for students to
understand the present and plan for the future, they
must understand the past. Studying history engages
students in the lives, aspirations, struggles,
accomplishments, and failures of real people. Students
need to think in an historical context in order to
understand significant ideas, beliefs, themes, patterns
and events, and how individuals and societies have
changed over time in Hawaii, the United States, and in
the world. (adapted from the Ky Dept. of Education)
History Organizations
• American Historical Association (AHA)
(www.historians.org)
• The World History Association (WHA).
(www.thewha.org)
• Organization of American Historians (OAH).
www.oah.org.
– For additional history resources, please see the
(draft) Social Studies Resource List
Sample Big Idea/Rationale for
Economics
Economics includes the study of Production,
distribution and consumption of goods and services.
Students need to understand how their economic
decisions affect them, others, and the nation as a
whole. The purpose of economic education is to
enable individuals to function effectively both in their
own personal lives and as citizens and participants in an
increasingly connected world economy. Students need
to understand the benefits and costs of economic
interaction and interdependence among people,
societies, and governments. (Ky Dept. of Education)
Economics Organizations
• Council for Economic Education (CEE)
(www.councilforeconed.org)
• American Economic Association (AEA).
(www.aeaweb.org)
– For additional economics resources, please see
the (draft) Social Studies Resource List
Sample Big Idea/Rationale for
Geography
Geography includes the study of the five fundamental
themes of location, place, regions, movement, and
human/environmental interaction. Students need
geographic knowledge to analyze issues and problems
to better understand how humans have interacted with
their environment over time, how geography has
impacted settlement and population, and how
geographic factors influence climate, culture, the
economy and world events. A geographic perspective
also enables students to better understand the past
and present and to prepare for the future.
(Ky Dept. of Education)
Geography Organizations
• National Council for Geographic
Education(NCGE) (ncge.org)
• National Geographic/Geographic
Alliances(www.nationalgeographic.com)
– For additional geography resources, please see
the (draft) Social Studies Resource List
The Learning Goal in Social
Studies
If the Learning Goal is a description of what
students will be able to do at the end of the
course or grade, what benchmarks will you
include when shaping your learning goal?
• Remember, they need to be big and
important enough to be taught over a
semester or year.
The Learning Goal in Social Studies
Some benchmarks lend themselves to short-term study
of a narrow topic (such as those in Standard 3, for the
most part.) An example of this might be:
SS5.3.6 ”Explain how colonial America solved its labor
shortage problem with indentured servants and African
slaves.”
While this is an important topic in the study of colonial
history, it would not really lend itself to a whole year’s
or semester’s study.
The Learning Goal in Social Studies
Other benchmarks lend themselves to a long-term
study of important process and skills applicable to
nearly all social studies topics. These are primarily the
“lens benchmarks” of standards 1 and 2. An example of
this might be:
SS6.2.2 ”Explain the past on its own terms; not judging
it solely by present-day norms and values.”
This skill could be taught over the course of a year and
could easily be paired with any of the “content
benchmarks” in your grade or course.
The Learning Goal in Social Studies
There are benchmarks that lend themselves to a longterm study of important process and skills and still
contain content. These are found throughout the
standards. An example of this might be:
SS7PI.3.6 “Examine current issues or problems facing
contemporary Polynesia, Micronesia, and Melanesia
and propose solutions to them based on research.”
This research project could be taught over the period of
a semester, in concert with the other benchmarks
contained in this course.
Where can I find resources for
assessments?
Resources for
the Teaching and Assessing of Social Studies
Start with Hawaii’s own documents.
• Besides standards and benchmarks, HCPS III in social
studies lists sample performance assessments and
rubrics. You can find HCPS III online at
http://tinyurl.com/d3enqrt
• The Curriculum Framework for Social Studies, though
published in 2008, helps teachers think about the Big
Ideas, Rationale, Learning Goals, Assessment, and
teaching strategies that make-up much of the SLO. You
can find this document online at
http://tinyurl.com/brn5trd
Resources for
the Teaching and Assessing of Social Studies
• Dig deeper into the organizations listed
previously. All of them have excellent resources
for teachers that could help you.
• Peruse the Draft Social Studies Resource List. The
resources are nearly all free, cover a wide variety
of content, and are available for teachers from K12. Collectively, they contain content, skills,
assessment, and even scoring rubrics for your
use. Many have sections specifically for students
to use!
Resources for
the Teaching and Assessing of Social
Studies
Get acquainted with the just published College, Career and
Civic Life C3 Framework for Social Studies State Standards!
C3 is the result of a
three year effort led
by more than twenty
states (including
Hawaii) in cooperation
with fifteen social
studies content
organizations
Published
by the
National
Council for
the Social
Studies
Resources for
the Teaching and Assessing of Social
Studies
The C3 Framework was created to:
• Enhance the rigor of the social studies disciplines;
• Build critical thinking, problem solving and
participatory skills to become engaged citizens; and
• Align to the Common Core State Standards for
English Language Arts and Literacy in History/Social
Studies.
• You can find this online at
http://tinyurl.com/lhxnkrc
Reminders
• SLOs should be at a minimum of a DoK level 2;
if there are DoK level 3 targets for the course
or grade level, those should be selected.
Depth
Of
Knowledge
Norm
Webb
Where can I find resources for
instructional strategies?
Success for ALL Students: Multi-tiered System of Supports
Tier 3: Intensive, Individualized Interventions
•
•
•
•
Individual students
Assessment Based
High Intensity
Intense, durable procedures
Tier 2: Targeted Group Interventions
•
•
Some students (at risk)
High efficiency (e.g. target skill instructions with
progress monitoring)
Tier 1: Core, Instructional Interventions
•
•
All Students, All Settings
Preventive, proactive support (e.g. schoolwide behavior support, high quality core
instruction, differentiate instruction, universal
screening)
Multi-Tiered System of Instruction and Intervention
Tier 3
•
•
•
•
•
Tier 2
INTENSIVE
1-5%
Few students
Small group or individual
Increased intensity and duration
Specialized, intensive interventions for high-risk behavior
Progress monitoring weekly or more
TARGETED
•
•
•
•
•
Tier 1
10-15%
Some students
Small group
Targeted skill instruction
Positive behavior group interventions
Progress monitoring every other week
UNIVERSAL
•
•
•
•
•
Academics
80-90%
All Students
High quality core instruction
School-wide and classroom discipline rules in place
Differentiated instruction
All students screened and monitored 3x year
Behavioral
Instructional Strategies
Recommendations for Classroom Practice
(Marzano et al., 2001)
Identifying Similarities and
Differences
•
Use the process of comparing, classifying, and using metaphors
and analogies.
Summarizing and Note Taking
•
•
•
Provide teacher-prepared notes using a variety of formats, and
graphic organizers.
Teach students a variety of summarizing strategies.
Engage students in reciprocal teaching.
Reinforcing Effort and
Providing Recognition
•
•
Teach students the relationship between effort and achievement.
Provide recognition aligned to performance and behaviors.
Homework and Practice
•
•
•
Establish and communicate homework policy.
Design assignments that support academic learning.
Provide timely feedback.
Nonlinguistic representations
•
Provide students with a variety of activities such as creating graphic
organizers, making physical models, generating mental pictures,
drawing pictures and pictographs, engaging in kinesthetic activity.
Instructional Strategies
Recommendations for Classroom Practices
(Marzano, et al., 2001)
Cooperative learning
•
•
Use a variety of small groupings (e.g. think-pair share, turn and talk,
numbered heads together, jigsaw).
Combine cooperative learning with other classroom structures.
Setting objectives and
providing feedback
•
•
Set and communicate objectives that are specific and flexible.
Include feedback elements of both positive interdependence and
individual accountability.
Generating and testing
hypotheses
•
Engage students in a variety of structured tasks such as problem
solving, experimental inquiry, and investigation.
Ask students to explain their hypotheses and their conclusions.
Cues, Questions and
Advanced Organizers
•
•
•
•
•
•
Use explicit cues.
Ask inferential and analytical questions.
Use stories, pictures, and other introductory materials that set the
stage for learning.
Have students skim materials before the lesson.
Use graphic organizers.