Prepared for theHistory and Social Science Professional Learning

Community of the

Virginia School-University Partnershipby Dan Mulligan, Ed. D.

February 2011

THINKING GOES TO SCHOOLResearch Strategies that Produce Positive Results

Personal Learning GoalsI will recognize the new emphasis on content in the new History & Social Science SOL;

I will understand the new emphasis on vocabulary contained in the new History & Social Science SOL;

I will identify the new emphasis on skills embedded in the new History & Social Science SOL;

I will create learning environments that both build background knowledge and foster reasoning and critical thinking; and

I will enjoy working with my colleagues!

“Seven Survival Skills for the New Economy”~Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem-Solving 2. Collaboration across Networks and Leading by Influence 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

“Rigor” is using academic knowledge to create new knowledge/ content and to solve real problems.

“Engagement” begins with the MIND, not with the HANDS (that is a very loose paraphrase) — activities & action do not equal “rigor”

http://epals.com

MOVING from ETCH-a SKETCH Learning

to Each STUDENT UNDERSTANDING

Don’t let the ‘what’

overshadow the ‘how!’

page 2

Opportunity to Learn

Three types of curricula were identified:The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level.The Implemented Curriculum: content/skill actually delivered by the teacher.The Attained Curriculum: content/skill actually learned by the students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Has the strongest relationship with student achievement of all school-level factors.

What Works in Schools, ASCD

Content-Related Evidence of Validity(Intended Curriculum)

Essential

Skills

Essential

Knowledge

Essential

Vocabulary

LearningTARGET(content validity)

Essential Vocabulary

Explain the meaning of totalitarianism.

Essential Knowledge

What factors led to the Holocaust?

Essential Skills

Compare the genocide of the Armenians and the Tutsis.

http://www.nysedregents.org

There are three parts to any research-based

lesson:• Beginning – ‘check for’ and ‘build’

background knowledge of each

student; (BL)

• During – teach and actively engage each student in new content – making connections to prior

knowledge; (DL)

• End – check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills

conveyed in the lesson. (EL)

SAMPLEPre-assessment

that includes differentiation

democracy

PAGE 16

Mix it Up in the Box

Listen for the topic and the amount of time;Silently mix around the room;When directed, pair up with person closest to you;In pairs, Partner A shares and Partner B listens;Partner B responds to what he/she heard by paraphrasing: “LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY”;Record summary of partners response; thenSwitch Roles

1 2

3

What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased understanding of history for each student impacted by the action last year?

Describe the process currently used to adjust classroom assessments for the new history SOL? What do people ‘do’ with the results?

Look at the picture above. How does this picture relate to your role as a teacher of history? Complete this sentence: The image is like my teaching in that_______

1 2

3

What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased understanding of history for each student impacted by the action last year?

Describe the process currently used to create classroom assessments for the new history SOL? What do people ‘do’ with the results?

Look at the picture above. How does this picture relate to your role as a teacher of history? Complete this sentence: The image is like my teaching in that_______

Principle #1 Grounding the Workshop:

“Never say anything to a student they can say themselves.”

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

HUNT for SOLUTIONS

Record your responses on the smaller Post-it Notes and in a team list…

1. The % of ALL students scoring Advanced on the Civics and Economics tests in 2010.

2. The % of Poverty students scoring Advanced on the Civics and Economics tests in 2010.

3. The % of SWD scoring Advanced on the Civics and Economics tests in 2010.

4. According to the Silent Epidemic, the % of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.

5. The % of ALL students Advanced on the VA & US History tests in 2010.

6. The % of Poverty students Advanced on the VA & US History tests in 2010.

7. The % of SWD students Advanced on the VA & US History tests in 2010.

35

19

15

51

41

23

In Virginia’s Public Schools:

SOLUTIONS: 15, 18, 19, 23, 35, 41, 51

18

1 2

3

What is an action taken by you, your grade-level/department or your school that you attribute to resulting in increased understanding of history for each student impacted by the action last year?

Look at the picture above. How does this picture relate to your role as a teacher of history? Complete this sentence: The image is like my teaching in that_______

Describe the process currently used to adjust classroom assessments for the new history SOL? What do people ‘do’ with the results?

When students know what they are

learning, their performance, on

average, has been shown to be

27 percentile points higher

than students who do not know what they are learning.

Organizing Student Thinking

Category Ave. Effect

Size (ES)

Percentile Gain

Identify similarities & differences

1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

*Setting objectives & providing feedback*

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

Building Academic Vocabulary

Knowledge of important terms is critical to understanding any subject.

The more terms a person knows about a subject, the easier it is to understand – and learn – new information related to that subject.

4 – second partner

Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2

comfortable seats and relax.

WHY ACADEMIC VOCABULARY?

Find another 4-second partner Tell them who you are and one summer joy; Find 2 seats.

Tell a chain story about the process of photosynthesis…

…without using words that begin with:

P, L, T, S

A Six-Step Process for Teaching New Terms

1: Provide a description, explanation, or example of the new term;

2: Ask students to restate the description, explanation, or example in their own words;

3: Ask students to construct a picture, symbol, or graphic representing the term or phrase;

4: Engage students periodically in activities that will help them add to their knowledge of the terms in their notebooks;

5: Periodically ask students to discuss the terms with one another; and

6: Involve students periodically in games that allow them to play with terms.

Research on Imagery as Elaboration

637 percentile pts. higher

than… …students who kept repeating definitions.

421 percentile pts. higher

than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Sara Palin

Organizing Theme:

Things someone would say…

Hillary Clinton

Michelle ObamaMark Zuckerburg

The Chilean Coal Miners

The Queen of England

FAMOUS PEOPLE OF

2010 EDITION

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

ORGANIZED LABOR CIVIL LIBERTIES

TENEMENTSDISCRIMINATION

NATIONALISM

IMMIGRATION

U.S. History:

1865 to Present

Great Sites for Imageshttp://etc.usf.edu/clipart/index.htm

Elementary Resources:www.greenecountyschools.com

Students, Parents

Our Schools:

Greene County Primary

Secondary Resources:http://www.appomattox.schoolfusion.us/

Instruction

Curriculum Resources

Dan Mulligan

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

Page 19

Summarizing and Note TakingApproaches to this strategy in the classroom:– Teaching students the rule-based summarizing

strategies,– Using summary frames, and– Teaching students reciprocal teaching and group-

enhanced summary.

What does it look like?– Take out material that is NOT important for

understanding,– Take out words that repeat information,– Replace a list of things with a word that describes the

things in the list (e.g., use trees for elm, oak, and maple).

– Find a topic sentence. If you cannot find a topic sentence, make one up.

Summarizing and Note TakingGeneralizations form the research:– Verbatim note-taking is, perhaps, the least

effective technique.– Notes should be considered a work in

progress.– Notes should be used as a study guide for

tests.– The more notes that are taken, the better.

Instructional Strategies that Facilitate Successful Inclusion Must …

Supply students with STRUCTURE and ORGANIZATION

Encourage student COMMUNICATION and COLLABORATION

Provide students with VISUAL and HANDS-ON learning experiences

C O V E R

C O V E R

Allow students to personalize their notebook with a cover collage.Preserve with packing tape.

Tab

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f C

on

ten

t S

amp

les

MIND Notebook Rubric

Component #3ESSENTIAL SKILLS

Essential Components of the History and Social Science SOL

VIS

UA

L 2

1st C

entu

ryB

LO

OM

’S Taxo

no

my

http://visualblooms.wikispaces.com

1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?)

2.Understand it. (What does it make you think of?)

3.Apply it. (What can you do with it? How is it used?)

4.Analyze it. (How is it made or what is it composed of?)

5.Evaluate it. (Take a stand and list reasons for supporting it.)

6.Create it. (Generate a new version of it. How is it an improvement from the original?)

CUBING 2010

Virginia SOL Verbs PROBLEM SOLVING

Analyze Derive Discover Evaluate Explore

Predict Solve Survey Verify Investigate REASONING

Categorize Classify Compare ContrastDifferentiate

Describe Estimate Explain Generalize Interpret

Justify Order Hypothesize Predict Infer

Prioritize Rank Validate Summarize COMMUNICATION

Clarify Correspond Describe Discuss Demonstrate

ExhibitExplain Express Persuade Portray

RestateShow Speak State Write

WHO AM I ?

KEY QUESTION: Why are common assessments so important?

“You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.”

Rick Stiggins, Assessment Trainers Institute

WHY do we ASSESS:

1. INFORM INSTRUCTIONAL DECISIONS

2. ENCOURAGE STUDENTS TO TRY

Talk to Me…

Directions– Form a team of EIGHT (8) people…– Determine the person with the most sisters and

then send them to pick-up your team ziplock bag… PLEASE DO NOT OPEN!!!

– Determine the person with the least sisters and send them to pick-up a grid sheet for each person.

– Distribute a grid sheet to each team member.

Follow-up Debriefing

Each pair should share with your other team members the method you used to graph the figure.

Discuss with your team:– Which method appeals to you?– Is there another method that you would prefer?

Prepare for a “pairs choice of method” with a new graph.

Key Question

Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to

self-assess your initial strategy?

Formative AssessmentFormative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning.

Council of Chief State School Officers, October 2006

Notes:

Process rather than a particular test….

It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

Thank you for your commitment to children!

"It's your attitude, not just your aptitude that determines your ultimate altitude."

--Zig Ziglar

Dane4ae.com

BLIND SEQUENCING

Category Ave. EffectSize (ES)

Percentile Gain

Identify similarities & differences 1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives & providing feedback

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

HIGH-Yield Instructional Strategies

Effective Instruction #1: consistently uses collaborative learning

Group Work Collaborative Learning Looks Like

Each student has the same information as every other team member.

Each student has unique information necessary for the team to compete the task.

I know that George Washington was a brave leader of soldiers.

Each student has the same role as every other team member.

Each student has a unique role in the group.

My task is to lead the group map that will illustrate the location of major events in George Washington’s life.

Jigsaw is not needed since each team member can work independent of others and still accomplish the task.

Jigsaw can be used to build student understanding of their unique role in the group.

During the activity, I will meet with the member from each group that shares my role of mapmaker and we will discuss strategies.

Students develop own understandings and solutions.

Students work jointly to develop understandings and solutions.

Turn to your neighbor and decide what is the most important contribution of George Washington.

Name a region of Virginia.Imagine yourself living in

the region. In what occupation would you or

a family member be employed? Explain?

Tell a resource found

in this region.

Close your eyes and imagine yourself in the region. Describe what

your mind visualizes that makes the region

distinct.

Reflect on Your Strengths and Opportunities to Improve When Working With Others

Principle #1 Grounding the Workshop:

“Never say anything to a student they can say themselves.”

Category Ave. Effect

Size (ES)

Percentile Gain

Identify similarities & differences

1.61 45

Summarizing & note taking 1.00 34

Reinforcing effort & providing recognition

.80 29

Homework & practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

*Setting objectives & providing feedback*

.61 23

Generating & testing hypotheses .61 23

Questions, cues, & advance organizers

.59 22

Knowing the Learner

Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.

Know

ing the Learner

Strengths NeedsExperimentationRisk takingAdventurousIntuitive/InsightfulCreativeSpontaneous

GuidelinesBoundariesExpectationsStandardsParametersHelp in Focusing

Attitudes PreferencesDon’t like step-by-step directionsReact to internal and external rewardsWant to improve things for society

Stimulus-rich environmentOptions and alternativesInteresting and exciting learning

Learning Style of Beach Balls

Know

ing the Learner

Strengths Needs

See the big pictureHome in on main pointsLearn from lecture and readingThink in abstract terms and languageAnalyze theories and informationThorough logical learnersCan delay gratification

Help in working with othersHelp in organizing time and bringing closure

Attitudes PreferencesDon’t like to waste time “pooling ignorance”Don’t like inquiry

Vicarious learningSimulationsAnalytical thinkingExpert informationFeedback that will improve grades

Learning Style of Microscopes

Know

ing the Learner

Strengths Needs

Precision and accuracyStriving for perfectionPracticalityCompliance with teacherSensory responsiveExternally motivatedDelay gratification

Real experiencesConcrete examples, not theoryStructureProcedures, routinesDirections

Attitudes PreferencesNo news is good newsSerious about their workRequire feedback

Precise, useful feedbackRecommendationsAppreciate privacy

Learning Style of Clipboards

Know

ing the Learner

Strengths Needs

EmpathicIntuitiveSubjective, abstract, affectiveRead between the linesSee the gestalt

Opportunities to work with othersTime for self-reflectionTo connect with teacher and peersRationale for learning

Attitudes PreferencesInternal motivationSelf-monitoring toward personal criteriaRequire rationale for learningCan block out stimuli

Subjective versus abstractPersonal incentives, encouragementChoice of learning environments

Learning Style of Puppies

“If an educator keeps using the same strategies over and over and the student keeps failing,

who really is the slow learner?”

Musical/RhythmicSing itCreate a beatRap itMake a cheerCreate a jingleHum itIdentify soundsReact to soundsListen to soundsConnect to musicWrite a poem

Verbal/LinguisticRead itSpell itWrite itListen to itTell itRecall itUse “you” wordsApply itChunk informationSay itUse mnemonics

Logical/MathematicalMake a patternChart itSequence itCreate a mnemonicAnalyze itThink abstractlyThink criticallyUse numbersProve itInterpret the dataUse the statistics

Visual/SpatialMind mapsGraphic organizersVideoColor codeHighlightShape a wordInterpret a graphicRead a chartStudy illustrationsVisualize itMake a chartCreate a poster

Body/KinestheticRole playWalkaboutDanceLip syncSkits/charades/mimesConstructionMath manipulativesSign languageSportsActivity centersBody language

IntrapersonalMetacognitionUse self-talkWork independentlySolve in your own wayUnderstand selfJournal itRehearse itUse prior knowledgeConnect itHave ownership

InterpersonalThink-Pair-ShareJigsawCooperative groupingDramaDebatesClass meetingsRole playMeeting of mindsPeer counselingTutors/buddiesGiving feedbackShared Journals

NaturalistLabel itCategorize itIdentify itForm a hypothesisDo an experimentAdapt itConstruct itClassify itInvestigate itDiscern patterns

Choice Board or Tic-Tac-Toe

Choice Board or Tic-Tac-Toe

Verbal/Linguistic Body/Kinesthetic Visual/Spatial

Musical/Rhythmical

Wild CardYour choice after

getting the approval of the

teacher.Naturalist

Intrapersonal Interpersonal Logical/Mathematical

Kinds of Evidence – Continuum of EvidenceInformal Check for Understanding

Name a region of Virginia.Imagine yourself living in

the region. In what occupation would you or

a family member be employed? Explain?

Tell a resource found

in this region.

Close your eyes and imagine yourself in the region. Describe what

your mind visualizes that makes the region

distinct.

Three types of curricula exist in any classroom:The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level.The Implemented Curriculum: content/skill actually delivered by the teacher.The Attained Curriculum: content/skill actually learned by the students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Effective Instruction #2: focuses on essential knowledge and essential skills

Montana Content Standards and

PerformanceDescriptors

Content-Related Evidence of Validity(Attained Curriculum)

Essential

Skills & Processes

Essential

Knowledge

Essential

Vocabulary

LEARNINGTARGET

(attained curriculum)

True learning is figuring out what you already

know in order to go beyond what you already think.

Jerome Bruner

The Power of Student Self-assessment to Refine Teacher Craft

4 – second partner

Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2

comfortable seats and relax.

BRAIN BREAK

Select Team Leaders

DO OR