Transcript CKEC
CKEC Social Studies Teacher Leadership Network Meeting November th 24 , 2014 Today’s materials can be accessed at: www.debbiewaggoner.com/nov-2014-social-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 Today’s materials can be accessed at: www.debbiewaggoner.com/nov-2014-social-studies.html Terry Rhodes, KDE/CKEC Science Instructional Specialist Krista Hall, KDE Instructional Consultant Laura Smith, Instructional Coach, CKEC/CKSEC Sharing Learning Over 100 years of Excellence Supporting Teaching Enhancing PGES - Professional Growth and Effectiveness System Inside Front page Norms: Respect Cell phone Engagement Restrooms Being Prepared Side Conversations Use Technology to enhance your day S ocial Studies Network Meeting 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? Packet page 1 Assessment Sort from Last Month… Formative assessment can and should be done BY STUDENTS as well as by teachers. The key to improvement is how students and teachers use assessment information. Five Key Strategies of Formative Assessment Packet page 2 Unpacking Formative Assessment http://youtu.be/kPf0nQFfv50?list=UUmdB7jO3Yr2wV_qDmiXj3tQ Packet page 3 Questioning and Discussion as Formative Assessment Packet page 4-5 http://www.teachertube.com/video/seinfeld-history-lesson-241598 Questioning Techniques Packet page 5 What Does It Mean to Be A Teacher Leader? Read the six definitions on page 6 Select the definition that comes closest to your definition of a teacher leader On page 7, write a few sentences as to why you selected the definition List what you would add or subtract to the definition to more closely align to your own point of view Packet page 6-7 Packet page 7 10 Roles for Teacher Leaders Rate yourself – which roles are your best? Number the roles 1-10 with 1 being your most proficient role and 10 being your role that needs the most growth: Resource Provider Instructional Specialist Curriculum Specialist Classroom Supporter Learning Facilitator Mentor School Leader Data Coach Packet page 9-11 Catalyst for Change Learner Packet pg 12 Packet pg 13 Growing A Teacher’s Own Student-Growth Evidence ~James Popham “teachers can grow defensible evidence of student growth by relying on teacher-made classroom assessments. But teachers need to learn how to build tests that accurately measure such growth—and how to administer and then score those tests so the world believes what they say” Packet page 14 Reading Like a Historian: Philosophical Chairs http://fw.to/uNHGwDg Teacher Says… Student Says… Teacher Does… Student Does… Packet page 15 Focus on Inquiry enhances classroom practice… Defensible Evidence of Inquiry Standards 1-3 Defining Defensible Evidence: Mastery of Questioning REVIEW: Components of the Question Formulation TechniqueTM A Question Focus Rules for Producing Questions Producing Questions Categorizing Questions-Open/Closed Prioritizing Questions Next Steps Reflection Cindy Phelps posted in Edivation on November 5, 2014 "As an Instructional Coach, I work with teachers on a wide variety of topics and decided to model this strategy as I worked with teachers (some new to the profession, content, school, etc. & some veteran teachers) in groups regarding Program Reviews. I posted the following QFocus to begin the discussion: Program Reviews are an important piece of our KPREP assessment. It was very informative for me to see the variety of questions generated, and it helped guide the direction I needed to go with both small groups and the group as a whole." Program Reviews are a piece of our KPREP assessment How much/what percentage does Program Review Count towards our overall KPREP score? Standards? Are our rationales reflecting what we are doing? Are they accurate? How much Evidence? Who decides (on what your score is)? How can we grow in each category for year to year? Do we need one rationale for each piece of evidence? What is the timeframe? What does it have to do with special education? Does every entry into the common drive need a rationale and standard from the initial teacher? Question FOCUS Question FOCUS • Is it a choice? • Is this a parallel with Iraq and Afghanistan? • Was that really the pilgrims’ intention? • Does the Indian have anything to say about this? • Why does the pilgrim look so optimistic? • Does the pilgrim know what system these folks are currently using? Does the pilgrim care? • Does the Indian understand what the pilgrim is saying? • Would it matter either way? • Does he know what democracy means? • Is that a veil for some other purpose? • Who gets to vote? • Does he have a choice in the matter? • Will they take his choice under consideration? Compelling question… Democracy serves whose interests? What does “democracy” mean? Is democracy always fair? Selecting Sources • At your table, determine your target student (e.g., a 7th grader, an ELL student) • Look through the provided sources. Determine which ones you’d use for the inquiry. Why these? • What additional sources would you include (can be general or specific). Why these? Potential Sources Source A - 2013-2014 Top Organizational Campaign Contributors: https://www.opensecrets.org/overview/toporgs.php Source B - Cost of Winning a House and Senate Election (1986-2012): http://www.cfinst.org/pdf/vital/VitalStats_t1.pdf Source C - Three-Fifths Compromise (with annotation): http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=163 Source D - Woman’s Suffrage Cartoon: http://www.loc.gov/pictures/resource/ppmsca.02919/ Source E - President Jackson’s speech on Indian Removal Act: http://www.nps.gov/museum/tmc/MANZ/handouts/Andrew_Jackson_Annual_Message.pdf Source F - Definitions of democracy: http://www.uiowa.edu/~c030142/DefinitionsOfDemocracy.html Source G - Article about the demographics of non-voters: http://www.people-press.org/2014/10/31/the-party-of-nonvoters-2/ Source H - Voter demographics 2004, 2008, and 2012: also saved as pdf http://www.mikvachallenge.org/wp-content/uploads/2014/09/C3_Elections_Lesson-3.pdf (p. 10-14) Share Out Democracy serves whose interests? What does “democracy” mean? Is democracy always fair? Selecting Sources • At your tables, discuss what students (or teachers) should consider when selecting sources for an inquiry. • Determine the two most valuable tips. • My source selection advice…? Source Selection Tips Final Thoughts • On selecting sources… • Diverse perspectives • Diverse mediums • Varied levels of complexity • Texts that pose questions and answers • On making the QFT serve your needs… • Start with the end goal in mind (e.g., your standards, course objectives) • Think about what resources you have available • Be very intentional about the QFocus • Be very intentional about the prioritization directions Grade Level Groups - QFT Follow-up: • In groups those who read the same chapter meet together and make a list on chart paper to summarize the major points, then share out: • Chapter 3 pages 43-55 Introduce the Rules for Producing Questions Chapter 4 pages 57-71 Students Produce the Questions Chapter 5 pages 73-85 Students Improve the Questions Chapter 6 pages 87-101 Students Prioritize Questions • Share which reading strategy you used to complete your homework: Use page 181 - Rank-Ordering Retell or page 188 - Guided Reading and Summarizing Procedure from the red book as your read your selected chapter • Which reading strategies from the red book have you used in your classroom? Grade Level Groups - Reviewing QFT Classroom Examples Packet pages 17-19 Grade Level Groups – What do we do with all these questions? Continue on with QFT book – Jigsaw selected parts below of chapter 7 at your table What do we do with all these Questions? --Many Options for Using the questions pg104 --Examples from the Classroom: Use of Questions to Begin a Project pg104-107 --Case Study: Student Questions Drive the Research Agenda pg110-113 --Students Questions Release the “Unlock Button” pg113-115 --Case Study: A Volunteer Helps a Student Unlock His Questions to Write a Speech pg115-117 -ALL read: Chapter 9 A Memo to My Fellow Teachers What I’ve Learned from Using the QFT pg127-133 -Use the VIP Very Important Points reading strategy from pg 187 red book as you read…. LUNCH Focus on Inquiry enhances classroom practice… Connecting column 2 of the Inquiry Cycle: Evaluating Sources to the Framework for Teaching Domain 1D – Demonstrating Knowledge of Resources Packet page 22 Teaching Channel- Reading Like a Historian: Sourcing http://fw.to/KD5MBuG Defining Defensible Evidence: Mastery of Evaluating Sources What is the proficient level of “evaluating sources?” • Brainstorm, Affirm and revise • Bring back defensible evidence around evaluating sources Crack the Case: History's Toughest Mysteries Packet pages 23-24 How do we develop and support theories about historical events using primary and secondary research sources? (review definition of primary and secondary sources as needed) What is one of the great unsolved mysteries of history? Why do you think people remain so interested in this mystery? http://preview.opb.org/stage/national_productions/HDSI%20Website/Cr acking%20History%E2%80%99s%20Cold%20Cases%20reproducible.pdf Packet pages 23-24 four cold cases from American history • The Great Chicago Fire: A fire raged through the city of Chicago from October 8 through October 10, 1871, killing hundreds. The traditional story has it that a cow owned by the O’Leary family kicked over a lantern in its barn, starting a fire that spread to over three square miles. • But was it really Mrs. O’Leary’s cow that started Packet pages 23-24 the fire? http://preview.opb.org/stage/national_productions/HDSI%20Website/Research%20Links-1.pdf four cold cases from American history • The Disappearance of Amelia Earhart: Amelia Earhart was the first woman to fly solo across the Atlantic Ocean in 1932. On June 1, 1937, Earhart and her flight navigator Fred Noonan left Miami, Florida, on the first leg of a journey that would make her the first woman to fly around the world. On July 2, Earhart and Noonan took off from Howland Island in the Pacific Ocean and simply disappeared. Packet pages 23-24 • Did they crash? And, if so, where? http://preview.opb.org/stage/national_productions/HDSI%20Website/Research%20Links-1.pdf four cold cases from American history • The Lost Colony of Roanoke: The Colony of Roanoke was settled in 1587 on an island in present-day North Carolina. The colony’s governor, John White, sailed home to England for supplies. When he returned three years later—delayed by the Spanish-American War—the colony had disappeared entirely. The only evidence left behind was the word “Croatoan” carved into a wooden post. Packet pages 23-24 • What happened to those settlers? http://preview.opb.org/stage/national_productions/HDSI%20Website/Research%20Links-1.pdf four cold cases from American history • The Disappearance of Glenn Miller in World War II: Glenn Miller was a famous big band leader in the 1930s and ‘40s. During World War II, he and his big band were important ambassadors for American values, playing swing music throughout Europe and broadcasting their music over the radio throughout both Allied and Axis countries. But on December 15, 1944, Glenn Miller boarded a plane to fly from Britain across the English Channel to Paris. He was never seen again. Packet pages 23-24 • Did his plane sink in the English Channel? Was it friendly fire? What ever did happen to the famous bandleader? http://preview.opb.org/stage/national_productions/HDSI%20Website/Research%20Links-1.pdf Packet page 25 Review Reading Like a Historian Packet pages 20-21 Packet page 26 create a Case File on chart paper include the following elements: • Background on the Historical Event • The Most Plausible Theory • At least three pieces of evidence that support that theory • An explanation of each piece of evidence you present • Explanation of one alternate theory and your reasons for discarding it • Why this investigation was a worthwhile endeavor • What connections are there between this lesson and the new content standards for your grade band? Grade Level Groups – Cracking History’s Cold Cases • With your group decide which of the four historical mystery cases you will investigate. • Use the resources in your packet pages 23-26 as you work through your case. • Create a Case File on chart paper • Be ready to do a Gallery Walk to share your Case File and review others… Grade Level Groups – Cracking History’s Cold Cases Grade Level Groups – Focus on Inquiry enhances classroom practice… Grade Level Groups – Defining Defensible Evidence: Mastery of Evaluating Sources Defensible Evidence: examples from instructional practice that can be defended as mastery of a skill. Using today’s learning and resources, brainstorm what is proficient level of Evaluating Sources (for your grade band)? Can you affirm or revise the criteria from the FfT? What evidence can you provide from your classroom that students are mastering the art of evaluating sources? Bring DEFENSIBLE EVIDENCE of EFFECTIVE STUDENT EVALUATION OF SOURCES to the FEBRUARY meeting Grade Level Groups – HOMEWORK Homework read one of the following sections from the Make Just One Change (green book): --Chapter 8 Students Reflect on Their Learning pg119-126 --Chapter 10 Students and Classrooms Transformed pg135-147 --Conclusion: Questions and Education, Questions and Democracy pg149-156 Use either the Question Journal pg 167 or the GIST pg 184 reading strategy from red book as you read…(yellow paper) Bring DEFENSIBLE EVIDENCE of EFFECTIVE student Evaluation of Sources to the FEBRUARY meeting Grade Level Groups – Review of the day: Please complete the online evaluation before you leave. We need your feedback! Grade Level Groups – 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 Summer 2015 Dates TBA See you next YEAR on Tues, February 24th, 2015 Happy President’s Day