Transcript Slide 1

Using the Units as Staff
Development Tools
Universal Design Concepts
Using Community Resources
Tapping into the Resources of the
Smithsonian Institution
Beliefs About Learning
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There is a structure to each of the social sciences – standards are
based on this structure.
Questions stimulate student thinking – creating essential questions
based on the standards makes the standards more teachable.
Social studies has relevancy – attention to 21st Century Skills
increases awareness of this relevancy.
Formative and summative assessments show the link between
instruction and assessment and provide evidence of student learning
and understanding.
Scaffolding questions and teaching strategies leads to
understanding.
Implementing The Best Practices in Social Studies leads to improved
student achievement.
Social studies content is extremely important; but, it is only the first
step in the learning process.
The analysis of student work is a key element in providing student
feedback and assessing understanding of the standards.
Purposes of Current Units
Curriculum support if they match district
curriculum
 Template for unit planning
 Demonstrate the link between instruction
and assessment
 Staff development tool to model elements
of good instructional planning
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Current Modules
Embedded Staff Development
Teaching to the Standards
 Aligning Instruction and Assessment
 Using Essential Questions to Teach to the
Big Ideas
 21st Century Skills
 Scaffolding Student Thinking and Learning
 Formative and Summative Assessments
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Focused Staff Development
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Using the units to highlight a staff
development initiative
– Universal Design
– Using Community Resources
Research-Based
Staff Development
Teaching to the Standards
Teaching for Understanding
Dimensions of Learning
Aligning Instruction and Assessment
Best Practices in Social Studies Instruction
Integration of Reading and Writing Skills into the
Teaching of Social Studies
 Teaching to the 21st Century Skills
 Brain Research Theory
 Analyzing Student Work
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Using the Units as Staff
Development Tools
Universal Design Concepts
Using Community Resources
Tapping into the Resources of the
Smithsonian Institution
Universal Design
 Universal
design is an approach to
designing environments and products
so they can be used by the widest
range of users without adaptation.
(Center for Universal Design, 1997).
It is also a way to conceptualize
access and to maximize learning for
the greatest number of students.
http://www.rit.edu/~classact/side/universaldesign.html
Universal Design
Applications
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A design concept for producing products
accessible by all
– Close captioned- television
– Speaker phones
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Initial application for students with special
needs
– Students with learning disabilities – use of
audio devices for learning
Universal Design
Application to Education
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Multiple delivery methods that motivate and engage all learners.
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Flexible curriculum that is accessible to all learners.
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Examples that appeal to students with a variety of characteristics with respect to
race, ethnicity, gender, age, and interest.
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Regular, accessible, and effective interactions between students and the instructor.
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Allowing students to receive and react to feedback before the final project is due.
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Assessing student learning using multiple methods.
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Faculty awareness of processes and resources for disability-related
accommodations.
Universal Design
Application to Unit Planning
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Multiple means of representation, to give
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Multiple means of action and expression,
learners various ways of acquiring
information and knowledge,
to provide learners alternatives for
demonstrating what they know,
 Multiple means of engagement, to tap into
learners' interests, offer appropriate
challenges, and increase motivation.
Universal Design
Classroom Instruction: An Example
Universal Learning
Scaffolding
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The teacher’s intention is to create a learning experience
which will allow students to develop certain skills and
absorb standards-based content.
– The process begins with increasing awareness of
student engagement at every moment of the lesson
– Is implemented by using a broad array of teaching
strategies designed to connect students in a
common learning experience
– Human Being in the Classroom, George Sabato, Social Studies
Review, Spring 2007.
Levels of Being
Student Engagement
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I don’t care to learn.
• Don’t bother me – I won’t learn.
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I am indifferent.
• “Is this stuff worth learning?”
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I am uncertain or confused.
• I am not sure about this, but give me some clues
about what I need to know and I might give it a try.
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I think I know.
• Help me relate this to what I already know and
maybe I can get to the next level of knowledge.
Levels of Being
Thinking Strategies
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I know.
• I know what you want me to know, but I’m not sure I can tell
you about it yet.
o I can communicate what I know.
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I can use what I know.
• I can show you I know by performing a task using the
knowledge.
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I can apply my knowledge in real life.
• I will demonstrate my understanding by using this knowledge
throughout my life in real life situations – I will become a better
citizen of my community.
Universal Design
Summary for Educators
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Multiple means of representation, to give
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Multiple means of action and expression,
learners various ways of acquiring
information and knowledge,
to provide learners alternatives for
demonstrating what they know,
 Multiple means of engagement, to tap into
learners' interests, offer appropriate
challenges, and increase motivation.
Bag of Tricks
 Create
Teaching Strategies
Add to
 Categorize
by Levels of Student Thinking
Universal Design
Theory to Practice - My Bag of Tricks
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Amazing Beings
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Classroom Libraries
Computer Access/Identified Links
Exemplary Work as Models for Others
Team/Discussion Leaders
Challenging Assignments
The Others – Use your “Bag of Tricks”
• Provide Learning Opportunities at all Three
Levels of Student Thinking
Three Story Intellect
Gathering
Knowledge
Extending and
Refining
Using
Knowledge
Level I
Describe
Recall
Tell
List
Identify
Time sequence
Define vocabulary
and concepts
Recognize
events and
episodes
Level II
Compare
Contrast
Interpret
Explain How/Why
Classify
Cause/Affect
Infer
Distinguish
Inductive reasoning
Analyzing perspective
Level III
Imagine
Predict/Speculate
Evaluate
Constructing support
Hypothesize
Abstract
Analyze
Judge
Deductive reasoning
Extended Transfer
Decision making
Problem solve
Issue investigation
Scaffolding Unit Questions
Level One – What, who, where?
 Level Two – How, why?
 Level Three – So what? What can I do
with this information?
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Scaffolding Teaching Strategies
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Essential Question: Why is the Bill of Rights so
important in the lives of all Americans?
– Gathering information (individual research)
 Handout a list of guide questions concerning the Bill of Rights.
Have the students go on online to research the answers to the
questions. Ask a summarizing questions at the end of their
research: What rights are protected by the Bill of Rights?
– Extending and Refining Knowledge (working in groups)
 Use your research on the Bill of Rights to explain which rights you
think are the most important. Support your answer with additional
research about the Bill of Rights.
– Application: Using Knowledge Meaningfully (presentation to the
group)
 Which one of the rights protected by the Bill of Rights do you think
is the most important to you as a student in school? Decide if this
will always be the case. Support your answer.
Bag of Tricks
Lesson 2:
Adding to my Bag of Tricks
Smithsonian Institution
SMITHSONIAN INFORMATION Phone 202.633.1000 (voice/tape) or 202.633.5285 (TTY)
Museums
The word "museum" derives from the ancient
word "muse," a Greek mythological association
with the nine muses who presided over song,
poetry, and the arts and sciences, and thus
education.
 In the ancient world, a museum was both a
"place of the muses" and a place of scholarship
and learning, as in the Museum of Alexandria
founded during the third century B.C.
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Using Outside Resources
Museums-Smithsonian Institution
Appeals to all levels of students
 Bring history and the social sciences to life
 Provide opportunities for students to:
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• Gather Information
• Extend and Refine
• Application in Real Life
Museum Collaboration
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Commitment: According to the American Association of Museums
(AAM), the community of museums recognizes that "education is
inherent in the public mission of museums" (The Official Museum
Directory 1997, AAM 1996).
– As a result of this widely accepted museum policy, museums
increasingly are taking their educational function more seriously.
Recent museum education initiatives include the application of
educational principles (learning theories and teaching
methodologies) to the development, implementation, and
assessment of exhibits and K-12 school programs and materials.
This translates into better "musing" for teachers and students
through museum learning opportunities designed to complement
and enrich classroom instruction.
Resources
Pre-arranged teaching tours
Teacher Programs- on-site/outreach
"on-the-shelf" teacher resources such as lesson
plans and packets, professional development
classes, traveling resource persons and kits,
teacher brochures, and newsletters
 facsimile artifacts and documents (maps,
images, letters), publications, photographs,
slides, transparencies, postcards, posters,
videos, tapes, CD-ROMs, and video
 World Wide Web sites
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Finding and Contacting Museums
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The World Wide Web Virtual Library: Museums" (supported by International Council of Museums)-http://www.icom.org/vlmp/
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* Natural History Museum of Los Angeles County's "Guide to Museums and Cultural Resources"-http://www.lam.mus.ca.us/webmuseums/
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A NATIONAL MUSEUM TEACHER RESOURCE SAMPLER
* National Archives and Records Administration, Education Department, 700 Pennsylvania Ave.,
N.W., Washington, DC 20408; (202)501-5205;
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http://www.nara.gov/
Highlights: Variety of primary source teaching materials (catalog available).
* National Gallery of Art, Department of Teacher and School Programs, Washington, DC 20565;
(202)842-6796;
http://www.nga.gov/programs/programs.htm
Highlights: Extensive teaching resources loaned free of charge ("Extension Programs Catalogue"
available) and school and teacher programs.
* Smithsonian Institution, Office of Education, Arts & Industries Building, Room 1163, MRC 402,
Washington, DC 20560; (202)357-2700;
http://educate.si.edu/
Highlights: "Smithsonian Resource Guide for Teachers 1997" describes 455 educational museum
products available annually (print or on-line publication, 84 pages). For additional materials and
information, contact the education departments of specific Smithsonian history, art, and science
museums.
Using the Units as Staff
Development Tools
Universal Design Concepts
Using Community Resources
Tapping into the Resources of the
Smithsonian Institution