1. For 6-12 Social Studies Classroom Instruction That Works 6-12 Social Studies

2. Research-Based Instructional Strategies StrategyAvg. Effect Size Percentile Gain 1. Identifying Similarities and Differences1.6145 2. Summarizing and Note Taking1.0034 3. Reinforcing Effort & Providing Recognition.8029 4. Homework and Practice.7728 5. Nonlinguistic Representation.7527 6. Cooperative Learning.7327 7. Setting Objectives and Providing Feedback.6123 8. Generating and Testing Hypotheses.6123 9. Questions, Cues, and Advance Organizers.5922

3. Setting Objectives Established Goals – based directly on benchmarks Unpacking Goals - Understandings Tips on Framing Understandings Frame the desired understanding as a full- sentence generalization in response to the phrase, “Students will understand that…” State specifically what about the topic students are expected to grasp – topics are not objectives Think about an objective as the “moral of the story”

4. Setting Objectives Prioritizing Content Objectives – Student Friendly? Personalizing Objectives – “I can” Communicating Objectives Besides writing it on the board, how do you communicate learning goals to students and parents?

5. Providing Feedback What is the purpose? Student learning improves based on the type of feedback that is provided by the teacher and/or student. Students know how well they are performing on a specific task. Students know what they can do to improve their performance. According to research, feedback is regarded as the most powerful thing teachers can use to enhance student learning.

6. Providing Feedback Feedback should be: Timely Knowledge is familiar and “fresh” Positive Serves as a motivator to improve Adequate/Sufficient Provides the correct amount of information needed to improve Specific Avoids making assumptions/removes the “guessing”; what was correct/incorrect Guided Shows the next steps to reaching the proficient level or above

7. Providing Feedback GENERAL GREAT! WOW! GOOD JOB! OUTSTANDING! FANTASTIC! VERY NEAT PENMANSHIP! WHAT AN INTERESTING STORY! WHAT AN IMPROVEMENT! KEEP UP THE GOOD WORK! SPECIFIC GOOD JOB DESCRIBING THE EVENTS! YOUR JUSTIFICATION IS RIGHT ON POINT! THE DETAILS IN YOUR SUMMARY SUPPORT THE MAIN IDEA! THE STEPS IN THIS PROCESS ARE PRESENTED CORRECTLY! YOUR INFORMATION IS ORGANIZED CORRECTLY!

8. Providing Feedback: Rubrics “An assessment tool that verbally describes and scales levels of student achievement on performance tasks.” –Solomon (1998) Define the expectations for a learning task and assign values to each level of quality- usually ranging from a low score of “1” to a high score of “4.” – Burke (2006) Effective analytical rubrics provide specific feedback to improve the quality of a student’s work. – Burke (2006) Help provide specific feedback because they describe what the student needs to do to move from a score of “2” to a score of “3” in order to improve to meet the standard. – Burke (2006) Represent a clear and easy way to communicate not only the “what” of a learning task, but also the “how” and “how well.” –Nelson and Lindley (2004)

9. Vocabulary Development Marzano’s Steps 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 in activities that help them add to their knowledge of the terms 5. Have students discuss the terms with one another 6. Involve students in games that involve the words

10. Vocabulary Development Word Maps/Concept maps Deciding which organizer to use Choose a term below and choose a word map organizer: Treaty Tariff Manifest Destiny Secession Cold War

11. Vocabulary Development Word Sort Activity Pair-up Each person chooses a word – think of a description of the word Share the description with your partner Repeat for remaining three cards How are all these terms related to one another?

12. Vocabulary Development Dice Roll Count off by 4s at your table When the word is shown, roll the dice. Speak it instead of writing it Word Walls Find a word from the wall… Password Pyramid

13. Vocabulary Development Pictowords - symbolic representation of a word or phrase that shows its meaning.

14. Vocabulary Development: Pictowords

15. Non-Linguistic Representation Students receive new knowledge usually by: A.Reading from the textbook or B.A lecture from the classroom teacher Student learning of new knowledge is enhanced by using: Graphic Organizers Pictograph Representations Mental Images Physical Models Kinesthetic Representations

16. Non-Linguistic Representation GRAPHIC ORGANIZERS Organizes declarative knowledge, or information, into patterns to help students make connections and relationships.

17. Non-Linguistic Representation Six Common Patterns: 1. Descriptive- represents facts about specific persons, places, things and events 2. Time Sequence- places events in chronological order 3. Process/Cause-Effect Relationships- steps or a network leading to a specific outcome or product 4. Episodes- specific information about an specific event (setting, people, duration, sequence of event, cause and effect) 5. Generalizations/Principles- general statements with supporting examples 6. Concepts- information around a word or phrase for a group, class, or category

18. Non-Linguistic Representation Drawings or symbols (also key words) to represent information. Example:

19. Nonlinguistic Representation MENTAL IMAGES Images of the information or knowledge being learned. Example:

20. Nonlinguistic Representation PHYSICAL REPRESENTATIONS Models or concrete representations of knowledge. Examples:

21. Nonlinguistic Representation KINESTHETIC REPRESENTATIONS Demonstrating or associating knowledge through physical movement. Examples:

22. 3-2-1 Check for Understanding 3 things you learned about Classroom Instruction that Works 2 strategies/ideas you will use 1 question you still have

23. Vocabulary Resources Building Academic Vocabulary – Marzano http://jcschools.net/tutorials/vocab/TN.html

24. Summarizing and Note Taking Requires substituting, deleting – getting at the essential ideas SQ3R Survey Question Read Recite Review

25. Summarizing and Note Taking: SQ3R Survey Title Preview or introduction Headings or subheadings Visuals Summary Questions Question Turn headings into questions Use goals/objectives to establish questions – how and why are generally best

26. Summarizing and Note Taking: SQ3R Read Look for answers to questions Put it in your own words Recite Write a summary Create 3x5 cards Review Review questions, answers, summary, note cards Study guides for tests

27. Summarizing and Note Taking: History Frames Somebody Wanted But So In the End

28. Similarities and Differences Identifies how things are alike and different based on characteristics. Requires guidance and explicit structure when teaching students how to use the processes Allows the opportunity for students to use nonlinguistic representation while using the four processes.

29. Similarities and Differences Four process or activities: 1. Comparing 2. Classifying 3. Metaphors 4. Analogies

30. Similarities and Differences COMPARING An effective comparison is the identification of important characteristics and is beyond the usual comparison students use everyday…is should be RIGOROUS Important characteristics are used as the basis for which similarities and differences are identified Examples: Venn Diagram, Comparison Matrix

31. Similarities and Differences CLASSIFYING Organizing elements into groups based on similarities Identifying the rules that govern class or category membership Examples: Venn Diagram, Boxed Chart, Bubble Chart

32. Similarities and Differences ANALOGIES Helpful in explaining an unfamiliar concept by making a comparison to something familiar Similar to metaphors, but identifying connections between dissimilar relationships Example: __ is to __ as __ is to __ Relationship:

33. Similarities and Differences METAPHORS Identifying a general pattern for two dissimilar items, then making an abstract or nonliteral connection Always address the abstract relationship Example: Element  Literal Pattern  Abstract  Literal Pattern  Element Relationship

34. Working Session As a grade level team, select a topic/ benchmark from the upcoming content. What will be the goals of this lesson? How will students learn the key vocabulary? How will non-linguistic representations be used? What strategies will be used for summarizing and note taking? What will students do to identify similarities and differences? What tools do you need to carry out this lesson in your classroom?