Transcript CKEC Instructional Support Leadership Network

CKEC Social Studies
Leadership Network
September 30th, 2014
Today’s materials can be accessed at:
www.debbiewaggoner.com/sept-2014social-studies.html
CKEC Social Studies
Facilitation Team
Maurice Chappell,
Director of Implementation &
Innovation,
Jessamine County Schools
Debbie Waggoner,
KDE/CKEC Social
Studies Instructional
Specialist
Rebecca Mueller,
Doctoral Student,
University of Kentucky
Terry Rhodes,
KDE/CKEC Science
Instructional
Specialist
Krista Hall, KDE
Instructional
Consultant
Charlotte Arvin,
Instructional Coach,
CKEC/CKSEC
Sharing
Learning
Over 100 years of
Excellence
Supporting
Teaching
Enhancing
Norms




Be an ambassador of “lifelong learning.”
Show your enthusiasm for the work, support the
learning of others, be willing to take risks,
participate fully.
Come to meetings prepared. Be on time, any
preparations/ readings completed, with necessary
materials.
Be focused during meetings. Stick to network
goals/ targets, use technology to enhance work at
hand, limit sidebar conversations.
Work collaboratively. All members’
contributions are valued and honored, seek first
to understand, then be understood.
PINK Sheet
IMPORTANT
NOTES
What do I
want to
remember?
How will I use
this
information,
and how will I
share it with
others in my
district?
Today’s Agenda
CKEC Social Studies Network AGENDA – Sept. 30th, 2014
--Welcome and Introductions, target for the day: awareness of
draft standards and provide feedback
--Why New? Why Now?
--Exploring the 15 Anchor Standards & Progressions
--Architecture of the Standards
LUNCH – District Team Planning (what professional learning
have you done, what do you need to do?)
Grade Level Groups & Focus Group Pull-Outs
--Diving into the Grade Level Standards
--Online Feedback Survey
--Receive two books:
--Reading Strategies for Social Studies 2nd Edition (Try out a
strategy)
--Make Just One Change – Teach Students to Ask Their Own
Questions (Book Study: Read pg1-26)
--PD360 Discussion Groups
Kentucky’s Core Academic
Standards
Leadership
Assessment
Literacy
Highly Effective Teaching and
learning
Network Foundations….
Pillars again
TPGES –Teacher Professional Growth and Effectiveness System
Social Studies
Standards
for the
Next Generation
Target for the day:
awareness of draft standards
and provide feedback
A Rapidly changing world
Conquering the unknown
•
•
•
•
•
C3 Framework for Social Studies
KCAS Literacy Standards for History/Social Studies
Global Competence Matrix for Social Studies
21st Century Skills Map for Social Studies
Social Studies Content Knowledge
Informing the Work
--May 2014 Request for Application for
Writing Team Members
--June 2014 Up to Five Teachers Per
Cooperative Region Selected
--June/July 2014 Four Writing Sites
Convened Over Five Days
--July 31, 2014 Representatives from Each
Cooperative Region Met to Propose a
Completed Draft
Development Process
Kentucky Department of Education
Regional Social Studies Instructional Specialists 2014-2015
NKECS
Chris Crouch
CKEC
Debbie Waggoner
OVEC
Amy Treece
KEDC
Latishia Sparks
Frankfort-Based
Jennifer Fraker
WKEC
Heady Larson
KVEC
Carole Mullins
GRREC
Kadi Ralston
SESC
Glenn Manns


CKEC/SESC Social Studies Standards
Writing Team Summer 2014

Mike Bolton, Bell County, [email protected]
Jill Spaw, Casey County, [email protected]
Jennie Watkins, Corbin, [email protected]

Liz Tronoski, Fayette County, [email protected]
Nikki Cecil, Corbin, [email protected]
Lisa Petrey-Kirk, Anderson County, [email protected]

Ryan New, Boyle County, [email protected]
Robin Reid, Fayette County, [email protected]
Ryan Lewis, Woodford County, [email protected]
Howard Muncy, Jackson County, [email protected]
1. What will the world be like twenty or so years from now when your
students have left school and are out in the world?
2. What skills will students need to be successful in this world you have
imagined twenty years from now?
3. Now think about your own life and the times when you were really
learning, so much and so deeply, that you would call these the “peak
learning experiences” of your life. What were the conditions that made
your high performance learning experiences so powerful?
4. What would learning be like if it were designed around your answers to
the first three questions?
Next Steps…
Model Curriculum Framework
Read Sources A-G and complete your
Why New? Why Now? organizer
citing evidence from the documents.
Four
Disciplinary
Core Concepts
• Civic Mindedness
• Economic Decision
Making
• Geographic Reasoning
• Historical Thinking
Fifteen
Anchor
Standards
• Define College, Career
and Civic Readiness in
Social Studies
K-12
Progressions
• Emphasize
developmentally
appropriate
skills/reasoning
College,
Career and
Civic Ready
Anchor
Standards
Anchor
Standard 1
Civic and Political Institutions
Determine the importance of the institutions of society and the principles that these
institutions are intended to reflect, which requires the demonstration of in-depth
understanding of law, politics, and government.
K
Identify the roles and responsibilities of community members
1st
Explain the need for and purposes of rules in a community
2nd
Explain what governments are and how communities work to accomplish tasks and
establish responsibilities
3rd
Explain how citizens responsibly participate in democratic processes and practice
civic responsibility
4th
Describe the origins, functions, and structure of state government to determine how
it supports freedom within a democracy
5th
Explain how government effects how citizens, political and economic groups
function within society
Congruency - grade to grade, scaffolding, rigor,
content
Does
the progression hold true to the
Anchor?
Coherency - progression to the anchor (individually
and collectively)
Do
the progressions fit together without
any gaps in content or cognitive demand?
Clarity - clear use of language
Do
the standards contain clear language
that is measurable?
Progressions…
-Put the standards in the order K-12 that makes sense
to your group,
-Next check to see if the Progression for your ANCHOR
STANDARD matches the order your group has chosen.
-Make note of any discrepancies on post-it notes in the
form of questions– be sure to label your Anchor Name
and describe any Progressions questions by grade.
-Place all post-it questions on chart for your Disciplinary
Core Concept
?
Progressions…
Looking specifically at the Disciplinary Core Concept of CIVIC
MINDEDNESS, to what degree does the K-12 Progression
articulate a clear learning pathway for each CIVIC MINDEDNESS
Anchor Standard? ____
Looking specifically at the Disciplinary Core Concept of ECONOMIC
DECISION-MAKING, to what degree does the K-12 Progression
articulate a clear learning pathway for each ECONOMIC
DECISION-MAKING Anchor Standard? ____
Looking specifically at the Disciplinary Core Concept of
GEOGRAPHIC REASONING, to what degree does the K-12
Progression articulate a clear learning pathway for each
GEOGRAPHIC REASONING Anchor Standard? ____
Looking specifically at the Disciplinary Core Concept of HISTORICAL
THINKING, to what degree does the K-12 Progression articulate a
clear learning pathway for each HISTORICAL THINKING Anchor
Standard? ____
Progressions….
Survey Questions…
The Architecture
Disciplinary Core
Concepts
Grade 2: Explore and Discover My Role
Inquiry Practices
Questioning
Students will independently and
collaboratively:
1. Develop compelling questions that promote
inquiry around key disciplinary concepts and
embedded enduring issues.
2. Develop supporting questions that identify
facts, concepts and research interpretations
associated with a key disciplinary concept.
3. Determine the types of sources that will
assist in answering compelling and supporting
questions.
Evaluating Sources
Students will independently and
collaboratively:
4. Gather relevant information from multiple
sources from a wide range of perspectives and
evaluate for credibility.
5. Identify and utilize evidence to seek
solutions to questions.
6. Develop and create claims and
counterclaims using appropriate evidence to
construct strengths and weaknesses
Communicating
Students will independently and
collaboratively:
7. Construct viable arguments, relevant
explanations and/or public demonstrations
that convey ideas and perspectives to a wide
array of appropriate audiences.
8. Critique the arguments and explanations of
others paying particular attention to credibility
and relevance of information.
9. Address options of individuals and groups to
identify and apply a range of strategies and
complex reasoning to take public action or
propose a solution.
Inquiry Cycle
10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and
proficiently resulting in civic readiness.
Civic Mindedness
2.CM.1 Civic and Political Institutions Explain what
governments are and how communities work to
accomplish tasks and establish responsibilities.
2.CM.2 Participation and Deliberation: Applying Civic
Virtues and Democratic Principles Compare individual and
group perspective and how they affect decisions.
2.CM.3 Processes, Rules and Laws Describe how people
have tried to improve their communities through rules or
laws.
Economic Decision Making
2.EDM.4 Economic Decision Making Describe opportunity
costs of economic decisions.
2.EDM.5 Exchange and Markets Identify examples of
human, capital and natural resources to explain why
individuals and businesses specialize and trade.
2.EDM.6 National Economy Describe how examples of
capital, human and natural resources are related to goods
and services.
2.EDM.7 Global Economy Describe products imported and
exported.
Geographic Reasoning
2.GR.8 Spatial Views of the World Describe places and the
relationships and interactions that shape them using maps,
graphs, photographs and other models.
2.GR.9 Human-Environment Interaction Explain how
human activities in local-to-global communities affect
cultural and environmental characteristics.
2.GR.10 Human Populations Spatial Patterns and
Movements Describe connections between the physical
environment and the economic activities of a location.
2.GR.11 Global Interconnections Describe how changes in
physical and cultural characteristics of world regions affect
people.
Historical Thinking
K.HT.12 Chronological Reasoning: Causation and
Continuity Create and utilize a chronological sequence to
generate possible causes for events and developments and
how these were shaped by individuals and groups of the
past.
2.HT.13 Historical Understanding: Contextualization and
Perspectives Compare different accounts of the same
historical event.
2.HT.14 Historical Arguments Determine which reasons
cause historical events and developments to happen using
a secondary source.
2.HT.15 Interpretation and Synthesis Generate questions
about a historical source and explain how the source is
related to a historical development or event.
15 Standards
What’s Next…
--August 21, 2014 Reconvening of Cohort 1 for
guidance and refinement
--September 2014 Targeted Focus Groups
*Higher Education
*Content Leadership Networks
*Other Key Stakeholders
--October 2014 First Read KBE
--November 2014 Continue to solicit Feedback and
Refine Draft
--December 2014 Second Read
--January 2015 Public Comment Period
Grade Level Groups
--Diving into the Grade Level Standards
--Online Feedback Survey
--Receive two books:
--Reading Strategies for Social Studies 2nd Edition
(Try out a strategy)
--Make Just One Change – Teach Students to Ask Their Own
Questions (Book Study: Read pg1-26)
--PD360 Discussion Groups
--Complete the Online Meeting Evaluation
LUNCH
District Team Planning
what professional learning have you done, what do you need to do?
At lunch, we will let you know which members of your district team
will participate in the focus group (excluding districts with standards’
writers).
Grade Level Groups
--Diving into the Grade Level Standards
--Online Feedback Survey
--Receive two books:
--Reading Strategies for Social Studies 2nd Edition
(Try out a strategy)
--Make Just One Change – Teach Students to Ask Their Own
Questions (Book Study: Read pg1-26)
--PD360 Discussion Groups
--Complete the Online Meeting Evaluation
Grade 2: Explore and Discover My Role
Inquiry Practices
Questioning
Students will independently and
collaboratively:
1. Develop compelling questions that promote
inquiry around key disciplinary concepts and
embedded enduring issues.
2. Develop supporting questions that identify
facts, concepts and research interpretations
associated with a key disciplinary concept.
3. Determine the types of sources that will
assist in answering compelling and supporting
questions.
Evaluating Sources
Students will independently and
collaboratively:
4. Gather relevant information from multiple
sources from a wide range of perspectives and
evaluate for credibility.
5. Identify and utilize evidence to seek
solutions to questions.
6. Develop and create claims and
counterclaims using appropriate evidence to
construct strengths and weaknesses
Communicating
Students will independently and
collaboratively:
7. Construct viable arguments, relevant
explanations and/or public demonstrations
that convey ideas and perspectives to a wide
array of appropriate audiences.
8. Critique the arguments and explanations of
others paying particular attention to credibility
and relevance of information.
9. Address options of individuals and groups to
identify and apply a range of strategies and
complex reasoning to take public action or
propose a solution.
Inquiry Cycle
10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and
proficiently resulting in civic readiness.
Civic Mindedness
2.CM.1 Civic and Political Institutions Explain what
governments are and how communities work to
accomplish tasks and establish responsibilities.
2.CM.2 Participation and Deliberation: Applying Civic
Virtues and Democratic Principles Compare individual and
group perspective and how they affect decisions.
2.CM.3 Processes, Rules and Laws Describe how people
have tried to improve their communities through rules or
laws.
Economic Decision Making
2.EDM.4 Economic Decision Making Describe opportunity
costs of economic decisions.
2.EDM.5 Exchange and Markets Identify examples of
human, capital and natural resources to explain why
individuals and businesses specialize and trade.
2.EDM.6 National Economy Describe how examples of
capital, human and natural resources are related to goods
and services.
2.EDM.7 Global Economy Describe products imported and
exported.
Geographic Reasoning
2.GR.8 Spatial Views of the World Describe places and the
relationships and interactions that shape them using maps,
graphs, photographs and other models.
2.GR.9 Human-Environment Interaction Explain how
human activities in local-to-global communities affect
cultural and environmental characteristics.
2.GR.10 Human Populations Spatial Patterns and
Movements Describe connections between the physical
environment and the economic activities of a location.
2.GR.11 Global Interconnections Describe how changes in
physical and cultural characteristics of world regions affect
people.
Historical Thinking
K.HT.12 Chronological Reasoning: Causation and
Continuity Create and utilize a chronological sequence to
generate possible causes for events and developments and
how these were shaped by individuals and groups of the
past.
2.HT.13 Historical Understanding: Contextualization and
Perspectives Compare different accounts of the same
historical event.
2.HT.14 Historical Arguments Determine which reasons
cause historical events and developments to happen using
a secondary source.
2.HT.15 Interpretation and Synthesis Generate questions
about a historical source and explain how the source is
related to a historical development or event.
15 Standards
Into Grade Level Standards
Take a few moments to DIG IN to
your grade-level/course standards
-Make
note of any comments on post-it notes in the
form of questions– be sure to label the Standard
Number.
-Place all post-it questions on the chart for your
Grade Level
Grade Level Standards…
?

Are the GRADE LEVEL STANDARDS you are examining formatted
and presented in a clear and meaningful manner?

Do the GRADE LEVEL STANDARDS you are examining
intentionally connect 21st Century Skills and Global
Competencies?
Do the GRADE LEVEL STANDARDS you are examining have clear
connections to the "practices" embedded in the Inquiry Cycle?
 Is the narrative grade level introduction that precedes your
GRADE LEVEL STANDARDS helpful?


As you examine the Grade Level Standards for Social Studies in
the proposed DRAFT, do you see connections to other KCAS
content area-related standards for the same grade level? For
example, is there a connection between the proposed 4th grade
social studies standards and the current 4th grade ELA standards?
Grade Level Standards…
Survey Questions….
www.surveymonkey.com/s/sskcas
Homework/Book Study
--Please sign the list to indicate you received both books:
--Reading Strategies for Social Studies 2nd Edition
(Try out a strategy)
Use the Think Sheet or Scaffolding Reader Questions as you begin
the book study below.
--Make Just One Change – Teach Students to Ask Their Own
Questions (Book Study: Read pg1-26)
--PD360 Discussion Groups
 AS A TABLE GROUP: Generate a list of possible
QUESTIONS you anticipate others will ask.
 Ex. Will Ky. History still be taught in the 4th grade?
 Choose one and craft an ANSWER.
 Gather EVIDENCE from your SOURCES.
 LEAVE A COMBINED LIST at your tables.
Social Studies Standards for the
Next Generation : Take-Aways
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CKEC Social Studies Network Facilitation Team 2014-2015
--Maurice Chappell, Director of Implementation & Innovation, Jessamine
County Schools [email protected]
--Rebecca Mueller, Secondary Social Studies Doctoral Student,
University of Kentucky [email protected]
--Charlotte Arvin, Instructional Coach/PGES Contact, CKEC/CKSEC
[email protected]
--Debbie Waggoner, Regional Social Studies Instructional Specialist,
KDE/CKEC [email protected]
--Terry Rhodes, Regional Science Instructional Specialist, KDE/CKEC
[email protected]
--Krista Hall, Instructional Consultant,
KDE [email protected]
Please complete the online
evaluation before you leave.
We need your feedback!
CKEC Social Studies
Leadership Network 2014-2015

NorthEast Christian Church
 8:30am-3:30pm

Tues. Sept. 30th, 2014
Tues. Oct. 21st , 2014
Mon. Nov. 24th, 2014
Tues. Jan. 27th, 2015
Tues. Feb. 24th, 2015
Tues. Mar. 24th, 2015
MAKE UP DATE if needed Tues. Apr. 21st, 2015
See you next month on October 21st!