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2013 IHE Summer Institutes |Change Teacher Practice Change Student Outcomes
Remodeling Session
K-12 Social Studies: Generalizations, Performance Tasks and Learning
Experiences
Presenting At The Eastern IHE Institute Presenting At The Western IHE Institute
Ann Carlock, Consultant Justyn Knox, Consultant
Michelle McLaughlin, Consultant Steve Masyada, Consultant
Fay Gore, Section Chief
Session Objectives
Acquire or reinforce knowledge of available resources provided by NCDPI which are critical for the success of a K-12 Social Studies teacher.
Understand the purpose of a performance task, based on the work of H. Lynn Erickson.
Exemplify learning experiences that will lead to mastery of targeted understandings.
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
GeneralizationsTeaching to generalizations involves teaching with the end in mind.
What understandings/big ideas do we want students to come away as a result of the learning?
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
A Quality Performance Assessment Is…
Aligned with generalizations/essential understandings
Authentic/Scenario/Simulation based
Designed to offer students options
Evaluated against clear criteria
What Are Your Thoughts On How This Performance Task Addresses The Criteria For A Quality Performance Task?
[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.
How Did You Do?
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
[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.
Brainstorm & Share Your Suggestions Of Possible Learning Experiences Which Might Help Students Successfully Complete The Performance Task
Planning The Learning
Experiences
Learning Experiences:
Are developed after you have designed the performance task.
Are the content, understandings and skills students will need to learn in order to effectively complete the performance task.
Require student engagement/involvement.
Plan backwards and teach forward!
Practice
Your Task:
Craft 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
