2013 Summer Institutes | Change Teacher Practice  Change Student Outcomes Remodeling Session K-12 Social Studies: Generalizations, Learning Activities, and Performance Tasks PARTICIPANT 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 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.

NC K-12 Social Studies Phase I Phase II Phase III Essential Standards Crosswalks Unpacking Documents Key Terminology Online Modules Graphic Organizers SS Update Webinars SS Wiki Site UNPACKING THE STANDARDS 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 DEVELOPING LOCAL CURRICULA INSTRUCTIONAL DESIGN Phase I Phase II Phase III Click on the resources image to visit the Social Studies section wiki. http://ssnces.ncdpi.wikispaces.net/home

Three Minute Self Assessment Self Reflection Assessment Essential Standards Crosswalks Unpacking Documents Key Terminology Online Modules Graphic Organizers SS Update Webinars SS Wiki Site UNPACKING THE STANDARDS 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 DEVELOPING LOCAL CURRICULA INSTRUCTIONAL DESIGN Phase I Phase II Phase III Activity Three Minute Self Assessment 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. CLICK ON THE ‘ACTIVITY’ Image for the self assessment. http://si2013.ncdpi.wikispaces.net/file/view/Self Assessment For SIPD 2013.doc/440375832/Self Assessment For SIPD 2013.doc

Remember that it is, as always, a process!

Lesson Planning We are transitioning from units (phase 2) to classroom planning (phase 3)!

http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series Review the non-negotiables sheet. These are pieces that you should have in an effective conceptual lesson plan. Today’s session will be covering generalizations, learning experiences, and assessment (Performance Tasks). http://ssnces.ncdpi.wikispaces.net/file/view/The NonNegotiables of CB Lesson Planning.docx/382110262/The NonNegotiables of CB Lesson Planning.docx

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?

Assessing for Understanding 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. U K D

A Quality Performance Assessment Is… Aligned with generalizations/essential understandings Authentic/Scenario/Simulation based Designed to offer students options Evaluated against clear criteria These are applicable across the different types of performance tasks at all grade levels.

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. Pass out performance task The Components To Developing Performance Tasks As you become comfortable with developing performance tasks within your units, you should eventually reach a point where there is no need for this template. Use a template that is most useful and comfortable for YOU, as long as it contains the most important components that we have discussed.

Planning The Learning Experiences For A Lesson Planning With The End In Mind 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. Performance Task Template [What] Topic [Why] Generalization(s) [How] Student Performance The End What is the reason that they are doing this? Group of activities combine into learning experience that leads to understanding generalizations.

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? ALIGNMENT!

A Learning Experience A Learning Experience IS … A Learning Experience IS NOT… The activity alone 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. Learning experience is/can be an activity that will lead to successful completion of the performance task. CONNECTION and ALIGNMENT!!!!

Let’s View A Few Examples Activity 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 types of things do you think students might need to have experienced in some of the lessons to be able to do each particular performance?”

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+Ta sks 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! http://si2013.ncdpi.wikispaces.net/SS+Performance+Tasks

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? Ask yourself these questions! HOW DOES THIS PREPARE THE STUDENT TO SUCCESSFUL LY COMPLETE THE PERFORMANCE TASK… IS THERE ANYTHING THAT SHOULD HAVE BEEN INCLUDED IN THE DELIBERATE LEARNING EXPERIENCE THAT WAS LEFT OUT? Are there any other thoughts you have on this that you left off?

NC K-12 Social Studies Phase I Phase II Phase III Essential Standards Crosswalks Unpacking Documents Key Terminology Online Modules Graphic Organizers SS Update Webinars SS Wiki Site UNPACKING THE STANDARDS 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 DEVELOPING LOCAL CURRICULA INSTRUCTIONAL DESIGN Phase I Phase II Phase III This is where we are now. Are you there?

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 These are the dates for this fall’s training.

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/ Teachers will be able to use Home Base to access student data and teaching and learning resources. There WILL be social studies units placed into Home Base at some point in the future. Students will be able to access their schoolwork, grades, and learning activities. Parents will be able to view their child's attendance and progress, and administrators can monitor data on students, teachers and schools. Not only does Home Base put data and resources at the users' fingertips, it does so with single sign-on access to the integrated system made up of the following components: Learner Profile and Student Information; Standards & Curriculum; Instructional Design, Practice & Resources; Assessment; Data Analysis and Reporting; and Professional Development & Educator Evaluation.

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 addressing issues RELATED TO TODAY’S SESSION ONLY! Because of time and the limitations of twitter, other issues or questions should be directed outside the Summer Institute. OPTIONAL activity. Questions from today can also be addressed through email.

Establishing a twitter account 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 Take them to the wiki page, which has these links. The link to the page is embedded in the image.

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? Review learning 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 their LEAs and schools.