Unpacking the TEKS/EOC

Give Me the Right Strategies

I Can Teach the World

Merry LobrechtMerry.lobrecht@embarqmail.com

Location: The world in spatial terms. Where might this place be located?

Places and Regions: What is special about this place? What makes it different from other places? How is this place like others near or around it?

Physical Systems: What physical processes shape the features and patterns of the place? What is the weather/climate like?

Human Systems: How might people, goods, and ideas travel into and out of this place?

Environment and Society: How have people affected this environment? How might this environment affect people?

Uses of Geography: How do physical and human features influence historical, current, or future events?

Acting as an Amateur Geographer

Understanding Economic Systems 5B, 11A

• Tapping Background Knowledge:

What do you need to make a pencil? Primary, Secondary,Tertiary, Quaternary Economic Activities

• Content Frame: Student pairs brainstorm their own examples of economic activities that makePrimary, Secondary, Tertiary, Quaternary classifications• Compare Content Frames: Activities that make up Primary, Secondary, Tertiary, Quaternary classifications.• Amateur Geographers search Human Development Index.• Students complete economic charts.

Human Development Index ReportHDI

How Can You Use This

in Your Class?

How can you modify these lessons to meet the needs of all of your students?

Strategies to Improve Learning

• Motivate• Games• Gather Data• Background Knowledge• Opportunities to Write• Controversy• Active Involvement• Compare/Contrast

cComparing

Classifying

Analogy

Metaphor

: : ?

Conversation Strategies

Answers Critical QuestionsThink/Pair/ShareFocused DiscussionSticky-note DiscussionRead-and-Say-SomethingJigsaw Read

What Teachers Need to KnowEOC SuccessTEKS Connections to InstructionTEKS Vocabulary is Critical

TEKS Vocabulary Critical

TEKS Revisions

Interpret TEKS Revisions: Knowledge & Skills, Student Expectations

Major ConceptsWhat are the VERBS (Blooms)

What are examples that teach this TEKS

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EOC Assessments

Freshman class of 2011–2012 is first group to have EOC as a graduation requirement

All 12 EOC assessments will be operational in 2011–2012

Fewer, Clearer, Deeper

Narrower: Core of non-negotiable TEKS, called

“Readiness TEKS” covered on every administration, with remaining TEKS, called “Supporting

TEKS” cycling in and out over time

Higher: More items must be answered

correctly for score to be proficient

Tested every year

TEKS

Assessed Across years

Deeper: More questions pertaining

to each of the Readiness TEKS than was true of

TAKS

Tests will contain a greater number of items that have higher cognitive complexity levels.

Items will be developed to more closely match the cognitive complexity level evident in the TEKS VERBS

In social studies, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment.

Deeper

Blueprint Geography EOC

OBJECTIVES NUMBER OF ITEMS

Category 1: History, Government, Citizenship

14

Category 2: Geography 26

Category 3: culture 14

Category 4: Economics, Science, Technology, Society

14

Readiness Standards 60-65% 41-44

Supporting Standards 35-40% 24-27

Total Number of Items 68

TEKS Vocabulary

is CRITICAL

Making Global Connections

Students demonstrate the interconnectedness of global issues and solutions through a kinesthetic exercise using global issue cards.

Seeking AsylumSides Debate

Through simulation, students experience the difficult choices and struggles facing refugees and internally displaced persons

when they are forced to leave their homes. Students learn about the root causes of refugee and IDP crises.

• Informal Debate: should we allow more refugees in?• Human Opinion Line• Family groups of 4• What 5 items do you take with you?• Read scenarios UN asylum• 1 family permanent residency

Window Pane

Catch student interest-fold paper into ‘windows’

Main points- supportive details

VisualVisual LiteracyLiteracy

Divide and Conquer Photo, Primary Source, Map, Chart, Graphs OPTIC: overview, parts, title,

interrelationships, conclusion Divide picture into quarters or columns Discuss main idea, details,

compare/contrast Create or read title, draw conclusions

Hungry Planet/ Material World

Analyze a photo Primary Source

What Do You Know About Different Cultures?

These photos were taken in different countries around the world.

Student Quest: Critical Thinking Questions

Bhutan

Subsistence farmingNew electricity

What is the primary food group this family consumes? • What food groups are less abundant in this

photograph? • Why do you think this might be the case?

Compare the Namgay family’s diet to that of a typical family in your community.

• What types of food items that many American families consume are absent from this

photograph? • Why do you think this might be the case?

United States

Global trendsetter“Junk food”Many Americans trying to watch their diet

Sticky Note Review

• Write review questions or main points on individual post-it notes

• Place sticky notes on the correct place on the reading, map, primary source

• Use the information on the sticky notes to review

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Map Relay RaceMap Relay Race

Number the countries

Place a letter of the alphabet on physical features

Student groups number and letter blank sheets of paper and compete to complete their paper correctly first.

Review the Strategies

Social Studies Strategies21st Century StrategiesMarzano’s Strategies Which Strategies did we use today?

“The best hope of increasing achievement for our students lies in the amount and degree of engagement in learning that

we can orchestrate.”

Curriculum Architecture, Hawkins and Graham

Student Success

Reflections

Ticket Out or Ticket IN Rules: Each student must give a ‘ticket out’ before leaving class. A ticket may be anything that was discussed during the class period:

definitions of words, location of cities or countries, examples of items discussed in class, etc.

No one may repeat what has already been said. For example: two students cannot define the same word or give the same example.

It is your choice on whether or not they may look at notes or textbook. When to use ‘Ticket Out’: During last 5-8 minutes of class Change it to ‘Ticket In’ and use as a review for the first five minutes of

class. Rationale: It gives every student the opportunity to respond and be involved at

least one time during the class period. It makes students responsible for responding at least once a class

period.