Transcript Document

Social Studies System
Vertical Team Meeting
2014-2015 # 2
January 6, 2015
Today’s Vertical Team Leaders
•Stacey Gray – Glencoe High
•Kirby Derrick – Glenoce High
•Jason Pierce – Glencoe High
Welcome!
•Agenda
•Digital Text – Taylor Morgan (HBMS)
•CCRS Update – Stacey Gray (GHS)
•Essential Questions – Stacey Gray
(GHS)
•Reading on ACT Assessments
•Social Studies Curriculum Guide
•Vertical Teams by Feeder Pattern
Share what you’re hearing and
learning today!
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Additional Tags:
@ecboe #math #ELA #history #science #CCRS
Message from Dr. Bice
(recorded at beginning of school year)
http://www.alsde.edu/sec/comm/Pages/VideoLargeItem.aspx?ID=245
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Digital Text – Taylor Morgan (HBMS)
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All PDF versions of texts are posted online
under Teachers’ Corner / History
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Prepared Graduate Defined
Possesses the
knowledge and skills
needed to enroll and
succeed in creditbearing, first-year
courses at a two- or
four-year college,
trade school,
technical school,
without the need for
remediation.
Possesses the ability to
apply core academic
skills to real-world
situations through
collaboration with
peers in problem
solving, precision,
and punctuality in
delivery of a
product, and has a
desire to be a life-long
learner.
Good Questioning
Forming Focus (Essential) Questions for Historical Inquiry
https://www.teachingchannel.org/videos/guide-lessons-with-focus-questions
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Understanding by Design: Essential Questions
by Grant Wiggins and Jay McTighe
Key Misunderstandings
• Simply lesson objectives reworded in
an interrogative format.
• Posted on the board and changed
each day to reflect the goals of the
lesson.
• Will be answered that day (week,
unit, year, etc.).
Have One Or More Meanings
• …“important questions that recur
throughout all our lives.” …“broad in
scope and timeless by nature.”
• ... “point to the core of big ideas in a
subject and to the frontiers of technical
knowledge. …historically important and
alive in the field.”
• …help “students effectively inquire and
make sense of important but complicated
ideas, knowledge, and know-how — a
bridge to findings that experts may
believe are settled but learners do not yet
grasp or see as valuable.”
• …“will most engage a specific and diverse
set of learners.” They “hook and hold the
attention of your students.” (108-109)
2 Types of Essential Questions
1.
2.
Overarching Essential Questions: Are more general; takes us beyond
a topic transferable understanding; point beyond specific topic or
skills; meant to be perpetually open or unanswerable; frames entire
courses and programs of study around truly big ideas. EX: Can a
fictional story be “true”? What lessons can we learn from the past?
How do a region’s geography, climate, and natural resources affect
the way people live and work?
Topical Essential Questions: Are unit specific to a topic but still
promote inquiry; requires explanation and justification; resists simple
answers. EX: What is electricity? How might Congress have better
protected minority rights in the 1950s and 1960s?
GOOD TEACHING USES BOTH!
Overarching Essential Questions vs. Topical Essential Questions
Paired Examples
• Whose "story" (perspective) is
this?
• How are structure and function
related?
• In what ways does art reflect, as
well as shape, culture?
• How do authors use story
elements to establish mood?
• What makes a system?
• What are common factors in the
rise and fall of powerful nations?
• How did Native Alaskans view
the "settlement" of their land?
• How does the structure of
various insects help them to
survive?
• What do ceremonial masks
reveal about the Inca culture?
• How does John Updike use
setting to establish a mood?
• How do our various body
systems interact?
• Why did the Soviet Union
collapse?
GOOD TEACHING USES BOTH!
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ESSENTIAL QUESTION: AN INQUIRY QUESTION
Elementary Level
The Grabber or the Hook
Why do people settle and live in a particular place?
2.9. Describe how and why people from various cultures immigrate to the
United States.
2.10. Identify ways people throughout the country are affected by their
human and physical environments.
3.3.1. Using vocabulary associated with human influence on the
environment, including irrigation, aeration, urbanization, reforestation,
erosion, and migration
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An Inquiry Question At The Secondary Level
The Grabber or the Hook
Why do people in world communities (governments) have
different rules, rights, and responsibilities?
7.3. Compare the government of the United States with other governmental
systems, including monarchy, limited monarchy, oligarchy, dictatorship,
theocracy, and pure democracy.
7.10.1. Differentiating rights, privileges, duties, and responsibilities between
citizens and noncitizens
E
G
H
CG
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Activity: Your Task
1. Collaboratively draft ONE overarching essential question for
your course.
2. Collaboratively draft TWO topical (unit) essential questions
for your course.
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Reading on ACT Assessments
• Majority of the questions are social studies
based.
• How well students do on the reading portion
predicts how well they will do in their first
history course in college.
• Important to embed as many content literacy
skills in your lesson planning.
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2014 PLAN and EXPLORE
Social Studies Data for the System
• EXPLORE (8th Grade) –
Average % correct on
Social Science
• 54%
• PLAN (10th Grade) –
Average % correct on
Social Science
• 46%
Ask your counselor to see exactly what questions your students missed on PLAN and EXPLORE in Social Science. Ask for
the Item Response Summary Reports and a testing booklet.
OUTCOME 3: Incorporating the Social Studies COS and the K-12 Curriculum Guides for COS
into lesson plans.
Alabama K-12 Curriculum Guides for Course of Study
“A Resource To Make It Happen”
http://alex.state.al.us/ccrs/sites/
alex.state.al.us.ccrs/files/CCRS_A
L%20SocialStudies%20CurrGuide
%20K-12_Special%20PopELL.pdf
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What Supports Can We Use for Scaffolding Instruction that
Meet Dimension III Criteria?
• Provides ALL students with multiple opportunities to engage with text of
appropriate complexity for the grade level; includes appropriate
scaffolding so that students directly experience the complexity of the
text.
• Focuses on challenging sections of text(s) and engages students in a
productive struggle through discussion questions and other supports
that build toward independence.
• Integrates appropriate supports in reading, writing, listening and
speaking for students who are ELL, have disabilities, or read well below
the grade level text band.
• Provides extensions and/or more advanced text for students who read
well above the grade level text band.
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What Else Is In The Curriculum Guide?
• Introduction
• Organization of the Curriculum Guide
• How Can Teachers Most Effectively Use This
Document?
• Social Studies Standards and Instructional
Objectives
• Appendix C. Reading Strategies for Social Studies
• Appendix D. Graphic Organizers for Social Studies
• Appendix E. Web Sites for Social Studies Teachers
and Students Bibliography Glossary
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Vertical Teams (by Feeder Pattern)
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