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CKEC Social Studies Leadership Network. September 30 th , 2014. Today’s materials can be accessed at : www.debbiewaggoner.com/sept-2014-social-studies.html. CKEC Social Studies Facilitation Team. Burgin Independent School Over 100 years of Excellence. - PowerPoint PPT Presentation
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CKEC Social Studies Leadership Network
September 30th, 2014
Today’s materials can be accessed at:www.debbiewaggoner.com/sept-2014-social-studies.html
CKEC Social Studies Facilitation Team
Debbie Waggoner, KDE/CKEC Social Studies Instructional Specialist Krista Hall, KDE
Instructional Consultant
Charlotte Arvin, Instructional Coach,
CKEC/CKSEC
Terry Rhodes, KDE/CKEC Science
Instructional Specialist
Maurice Chappell,Director of Implementation &
Innovation,
Jessamine County Schools
Rebecca Mueller,Doctoral Student,
University of Kentucky
Learning
Teaching
Enhancing
Supporting
Sharing
Burgin Independent SchoolOver 100 years of Excellence
NormsBe 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.
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?
PINK Sheet
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
Today’s Agenda
Pillars againH
igh
ly E
ffecti
ve T
each
ing
an
d
learn
ing
Assessm
en
t Lit
era
cy
Lead
ers
hip
Ken
tucky’s
Core
Acad
em
ic
Sta
nd
ard
s
TPGES –Teacher Professional Growth and Effectiveness System
Pillars of Network MeetingsNetwork Foundations….
CKEC network GOAL 2014-
2015:Build the capacity of district
leadership teams to support the
implementation of PGES, KCAS,
effective leadership, effective
teaching and assessment literacy
through strategies and resources.
Social Studies Standards
for the Next Generation
Target for the day: awareness of draft standards and provide feedback
Re-imagining Standards
What informed development of KCAS for Social Studies Progressions?
• 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
Development Process
--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
NKECSChris Crouch CKEC
Debbie Waggoner
KEDCLatishia Sparks
KVECCarole Mullins
OVECAmy Treece
SESCGlenn Manns
WKECHeady Larson
GRRECKadi Ralston
Kentucky Department of Education Regional Social Studies Instructional Specialists 2014-2015
Frankfort-BasedJennifer Fraker
CKEC/SESC Social Studies Standards Writing Team Summer 2014
Mike Bolton, Bell County, [email protected] Spaw, Casey County, [email protected] Watkins, Corbin, [email protected]
Liz Tronoski, Fayette County, [email protected] Cecil, Corbin, [email protected] Petrey-Kirk, Anderson County, [email protected]
Ryan New, Boyle County, [email protected] Reid, Fayette County, [email protected] Lewis, Woodford County, [email protected] Muncy, Jackson County, [email protected]
Next Steps…
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?
Model Curriculum Framework
New Now
Read Sources A-G and complete your Why New? Why Now? organizerciting evidence from the documents.
New Now
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-12Progressions
OVERVIEW: Architecture of the KCAS for Social Studies
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
based on C3
Coherence, Congruency, Clarity
Progressions…
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 languageDo 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 theform 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? ____
Survey Questions…
Gallery Walk with the Survey Questions
Let’s TakeA Look
The Architecture
Inquiry Cycle
Inquiry Cycle
Inquiry Cycle
Inquiry Cycle
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.
10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness. Civic Mindedness Geographic Reasoning 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.
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.
Economic Decision Making Historical Thinking 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.
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.
Inquiry Cycle
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
--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 Level Groups
LUNCH
At lunch, we will let you know which members of your district team will participate in the focus group (excluding districts with standards’ writers).
District Team Planning what professional learning have you done, what do you need to do?
--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 Level Groups
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.
10. Engage in disciplinary thinking used by social scientists (historians, economists, political scientists and geographers) independently and proficiently resulting in civic readiness. Civic Mindedness Geographic Reasoning 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.
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.
Economic Decision Making Historical Thinking 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.
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.
Inquiry Cycle
15 Standards
Into Grade Level StandardsTake a few moments to DIG IN
to your grade-level/course standards
Dive into your grade level/course standards. Analyze the content as a whole.
What are the big ideas of your grade level/course?
How do the grade level standards fit together to form a cohesive course?
What supporting content comes in the previous grade level and how does it progress to the next level?
Grade Level Standards…
-Make note of any comments on post-it notes in theform 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?
Survey Questions….
Focus Groups
Online Surveywww.surveymonkey.com/s/sskcas
--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
Homework/Book Study
Social Studies Standards for the Next Generation : Take-Aways
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.
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!
