2013 Summer Institutes | Change Teacher Practice Change Student Outcomes

Remodeling Session

K-12 Social Studies: Generalizations, Learning Activities, and Performance

TasksPARTICIPANT VERSION

Presenting At The Eastern Summer Institutes Presenting At The Western Summer Institutes

Ann Carlock, Consultant Steve Masyada, Consultant

Michelle McLaughlin, Consultant Fay Gore, Section Chief

Disclaimer

The digital tools used during this institute have been helpful to some educators across the state. However,

due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during

this institute.

Session Objectives and Learning Targets

Objectives

Understand how to ensure alignment of the standards, generalizations, and instruction to classroom performance tasks.

Exemplify learning experiences that will lead to mastery of targeted understandings

Learning Targets

evaluate progress toward implementation and instruction of Social Studies Essential Standards according to self-assessment.

articulate the process of aligning learning experiences to performance tasks for effective Social Studies instruction in North Carolina.

share all information and resources from this session with the leaders and teachers within LEAs and schools.

Essential Standards

Crosswalks

Unpacking Documents

Key Terminology

Online Modules

Graphic Organizers

SS Update Webinars

SS Wiki Site

UN

PACK

ING

TH

E ST

ANDA

RDS Concept-Based Lesson

Planning

Online Resources

Classroom Assessment

Samples

Data Literacy

Unit Development

Planning & Design

Templates That Support

Unit Design

Aligning Classroom

Assessments

Disciplinary LiteracyDEV

ELO

PIN

G L

OCA

L CU

RRIC

ULA

INST

RUCT

ION

AL

DES

IGN

Phase I Phase II Phase III

Essential Standards

Crosswalks

Unpacking Documents

Key Terminology

Online Modules

Graphic Organizers

SS Update Webinars

SS Wiki Site

UN

PACK

ING

TH

E ST

ANDA

RDS

Concept-Based Lesson

Planning

Online Resources

Classroom Assessment

Samples

Data Literacy

Unit Development Planning &

Design

Templates That Support Unit

Design

Aligning Classroom

Assessments

Disciplinary Literacy

DEV

ELO

PIN

G L

OCA

L CU

RRIC

ULA

INST

RUCT

ION

AL

DES

IGN

Phase I Phase II Phase III

Activity Example

Self Reflection Assessment 

Phase I Phase II Phase III

I/The teachers I support) need more training and support on how to use the support documents (crosswalks, unpacking, terminology).

(I/The teachers I support) have participated in some type of Unit Development Training to be able to follow the process of developing concept-based units.

Activity

Three Minute Self Assessment

Lesson Planning

http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series

Assessing Understanding

The best way to assess conceptual understanding is by crafting a quality performance task.

How does teaching with a performance task in mind differ

from simply assessing for facts?

Begin with the end in mind (KUD) and

work toward assessing for understanding.

Identify the desired results (KUD – Know/Understand/Do).

Design meaningful performance tasks that meet critical KUD’s.

Develop effective criteria to evaluate the results.

Assessing for Understanding

K

U

D

A Quality Performance Assessment Is…

Aligned with generalizations/essential understandings

Authentic/Scenario/Simulation based

Designed to offer students options

Evaluated against clear criteria

Performance Task Template

[What] The Topic: As one of a team of cultural anthropologists, analyze the interactions of the early European settlers and American Indians.

[Why] Generalization(s): Interaction between different groups may lead to cultural

diffusion.

[How]

Student

Performance: Research one aspect of early Native American Indian and European culture (history, arts, religion,

government, daily living, land use...) before and after the interaction between the groups. Drawing from your research, write a case study

describing the obvious impacts or influences that these merging cultures have had on each

other over time. As one member of the anthropological team, present an insightful and powerful speech to the state historical society, using visuals or

multi-media, detailing the positive and negative lessons to be learned from the historical study of merging cultures.

Planning The Learning

Experiences For A Lesson

Learning Experiences:

Are developed after you have designed the performance task

Are the content, understandings and skills that a teacher will need to teach and students will need to learn in order to effectively complete the performance task.

Planning With The End In Mind

Performance Task Template

[What] Topic

[Why] Generalization(s)

[How] Student Performance

The End

Questions to Consider• Do your learning experiences align back to applicable

standards and clarifying objectives?

• Do the learning experiences allow students to engage in the learning within the parameters that would be similar to the expectations of the ultimate performance?

A Learning Experience IS …

Work that allows the learner to have direct experience with a specific action, task, or process that will prepare them for the performance task.

A Learning Experience IS NOT…

The activity alone

A Learning Experience

Let’s View A Few ExamplesActivity Performance Generalization (What Students

Should Understand)

• Recite from memory key passages from the Gettysburg Address.

• In a speech recite passages you have learned from Lincoln’s Gettysburg Address and tell why these passages provide evidence to support the Address being considered a watershed event in American History.

• Watershed events mark turning point in history.

• Design a graphic organizer demonstrating the U.S. system of checks and balances.

• Design a graphic organizer demonstrating the U.S. system of checks and balances. Use the information in that graphic organizer to write a defense as to why they think the system of checks and balances reflects American values and beliefs.

• The values, beliefs, and ideals of a country are reflected in their laws and political documents.

• Draw a Venn diagram showing the comparisons between life as a Athenian citizen and life as a Spartan citizen.

• Draw a Venn diagram showing the comparisons between life as a Athenian citizen and life as a Spartan citizen. Use this diagram to support a speech that could be given to someone from ancient Egypt whom you are trying to convince to come live in Sparta or in Athens.

• People are often introduced to new goods, ideas and opportunities as they move from one place to another.

What’s on your handout?

Standards

Generalizations

Performance Task

Units are available at http://ssnces.ncdpi.wikispaces.net/Unit+Planning+and+Design

These are available online at http://si2013.ncdpi.wikispaces.net/SS+Performance+Tasks

Practice As participants your task now is to craft deliberate

learning experiences that will lead students to successfully demonstrating their knowledge, understanding and skills of the learning.

Working with your partners, craft appropriate and deliberate learning experiences that align with the standards, generalizations, and performance task!

Share out

Information from the group sharing….Why did you select these learning experiences?

Feedback from the groups… Is there anything you feel might have been left out of the deliberate learning experience that should have been included?

Information from the group sharing…. Do you have any other thoughts on what YOU did?

Essential Standards

Crosswalks

Unpacking Documents

Key Terminology

Online Modules

Graphic Organizers

SS Update Webinars

SS Wiki Site

UN

PACK

ING

TH

E ST

ANDA

RDS Concept-Based Lesson

Planning

Online Resources

Classroom Assessment

Samples

Data Literacy

Unit Development

Planning & Design

Templates That Support

Unit Design

Aligning Classroom

Assessments

Disciplinary LiteracyDEV

ELO

PIN

G L

OCA

L CU

RRIC

ULA

INST

RUCT

ION

AL

DES

IGN

Phase I Phase II Phase III

Social Studies Fall Training RESA Dates:

RESA Training Date Region Serving?

September 17 - 18 Region 1

September 24 - 25 Region 2

October 8 - 9 Region 5

October 10 - 11 Region 3

October 16 - 17 Region 4

October 24 - 25 Region 8

October 29 - 30 Region 6

November 6 - 7 Region 7

Homebase

This will be the North Carolina public schools and charters portal for teachers,

students, parents, and administrators. http://www.dpi.state.nc.us/homebase/

Tweet up! There will be a special K-12 Social Studies Twitter

chat this evening to share resources, discuss experiences and address questions related to today’s session!

We will be using TweetDeck.

Please use the following hashtag - #SSSI13

During the twitter session you can address questions

to…

@AnnAnnCarlock

@SocialStudyMasy

@MMclaughlin180

@FGore

For information on 'twitter chats' and establishing a free twitter account, please click each of the links

below.

What is Twitter?What is a 'twitter chat'?What are hashtags (#)?

Establishing a twitter account

3-2-1-

Your Exit Ticket today will be a 3-2-1 Reflection and Feedback. On an index card do the following:

Three --Write 3 things that you feel you will be able to take away from the session today.

Two --Write 2 things you would like to suggest that might strengthen the session.

One --Writer 1 question you still have.

Wiki --Then tell the K-12 Social Studies team how you use the DPI Social Studies Wiki and what type of information you would like to see included in the wiki?