SSRelevantReview2014..

Document technical information

Format pptx
Size 13.0 MB
First found May 22, 2018

Document content analysis

Category Also themed
Language
English
Type
not defined
Concepts
no text concepts found

Persons

Organizations

Places

Transcript

WELCOME TO
THE RELEVANT REVIEW
FOR
SOCIAL STUDIES
January 15, 2014
Introductions
Favorite SS
course/time period
District/Years
FIRST NAME
3
• Unit of study that students struggle with the
most…
• Topics that students struggle to remember…
• Processes that students struggle with…
4
Housekeeping
5
What does
lead4ward
have to help you?
FREE http://www.lead4ward.com/
Snapshots ALIGNED with the Assessed
Curriculum
FREE http://www.lead4ward.com/
lead4ward
app
8.5G analyze the reasons for the removal and resettlement of
Cherokee Indians during the Jacksonian era, including the Indian
Removal Act, Worcester v. Georgia, and the Trail of Tears.
Investigating the Question
40
19
21
21
Page 7
Field Guides
http://store.lead4ward.com/
Concepts in Context
http://store.lead4ward.com/
Virtual PLC for
8th and USH
To Register: http://lead4ward.com/eplc
Relevant Review for Teachers
Engaging Activity
Details:
• Using 2 post-it notes,
label one FACT and
the other one FIB
• I am going to post a
statement on the
screen
and
you
decide if it is FACT or
FIB… wait to put your
card down until I say
GO
316
Fact or Fib?
The STAAR test must be getting
more rigorous with each
administration as the passing
standard keeps getting higher
with each phase in.
Fact or Fib?
Within each phase, a scale score
can vary but raw/percentage
score stay consistent.
Spring 2013
26
50%
Fact or Fib?
We are currently under the
Phase I passing standard.
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
2015-2016?
2016-2017?
Fact or Fib?
There is no phase-in for
advanced academic
performance.
Fact or Fib?
There is no longer a
minimum scale score in
high school.
Fact or Fib?
There is no longer a
World Geography or
World History EOC at
the high school level.
When do you
REVIEW?
E mpowering
P ositive
I nnovative
C ollaborative
encouraging
activating
providing
using
constructive
resources
the
students
social
to
aspects
feedback
in
take
new
the
of
learning
lead
and
engaging
practice
in their
without
ways
own
learning
penalty
C
E
PI
2
high sense of competence
low sense of competence
high sense of confidence
low sense of confidence
2
CARELESS
– Stop too early
– Make low level mistakes
CLUELESS
– Don’t know how to start
– Guess
PROGRESS
– Know what they know
– Have multiple strategies
FROZEN
– Overthink answers
– Get sick
– May not finish
low sense of confidence
high sense of competence
low sense of competence
high sense of confidence
6
How do I Review?
Review
Kinesthetic
Sort through the
content
Requires
thinking
Sharing Strategies
Sharing What We Learn
7
The Power of Feedback
Feedback is required to clarify and
correct the information we receive; it
allows the brain to readjust and
reevaluate what it thinks and knows.
(Feinstein, 2009)
The Role of Discourse in
Feedback
Discourse in a non-threatening environment
provides students opportunities
to engage in the assessment of their own
learning
and insight into their peers’ thinking and
learning
It initiates the use of metacognitive skills and
promotes deeper student thinking.
(Keeley, 2009)
Reflection- Teaching Notes
7
39
Secret Success to Review
40
Card Sort,
Human Timeline,
and Wall Tape
Timeline
41
CARD SORTS- Categorizing
• Students will group a set of cards with
pictures or words on them according or a
certain characteristic or category.
• Critical to this activity is having students
discuss their reasons for placing each
card into a designated group.
Teacher Version
Student Sample
Activity
• In the BLUE envelopes you will find the card
sort activities for different grade levels.
• Working with a partner, or group of 3,
complete the card sort for the selected grade
level.
45
Make your own!
46
126
12
Human Timeline
• There is NO talking with this activity!
• Students are given cards with
events/dates/etc. from the course and mush
put themselves in chronological order.
48
12
Wall tape timeline
• Students are selected in small groups to put
their events on the timeline.
• As more events are added, students may
adjust the timeline.
49
Reflection Questions
Card Sort and Sequencing Activities
• How was the students’ learning enhanced
through discourse?
• When could you use these strategies?
50
Welcome Back!
Reflection- Teaching Notes
7
52
Secret Success to Review
K
53
STAAR item
Sorting
(sequencing)
54
8th Grade 2013 STAAR items
Activity in YELLOW plastic envelopes!
2 groups:
• YELLOW cards- you have the stimulus only
• BLUE cards- you have the entire question
TASK- put them in chronological order!
55
16
56
Reflection- Teaching Notes
7
• Why is this strategy
important in reviews?
• How can you use
this strategy in your
classroom reviews to
help students?
57
Secret Success to Review
K
S
58
ENGAGING
59
Odd One Out
• Select a small number of documents, images, etc.
that relate to a particular topic. Select another
similar document/image that “does not fit.”
• Be sure to choose items and a relationship that is
not immediately obvious in order to promote
deeper thinking.
• Have students record their own thinking before
discussing their ideas with a partner or in groups.
Odd One Out
• Students are asked to justify their reason for
selecting the item that does not fit with the
others (Naylor et al., 2004).
• Allow students enough time to discuss the
various possibilities before homing in on “the
odd one out.”
Odd
One
Out
63
Reflection- Teaching Notes
7
• List 3 different
ways you could
use this activity
in your
classroom.
64
Make your own!
65
Secret Success to Review
E
K E
66
Secret Success to Review
E
K E
S
67
The Struggles at Seattle Grace…
and now for our
commercial
break
70
I am pretty sure
It is definitely a
I
just
want
to
fix
this is a
brain issue… they
their
heart…
that
developmental
need practice
would
solve
the
issue… I need to
firing their
problem!
go back to the
neurons
beginning
Certainly the
administration
could help… but
how?
71
Bubble When You Struggle
72
example
73
Reflect
74
75
Practice
Pages 18-22
76
Returning to your regularly
scheduled program
77
How do I prepare students to think…
78
Use the processes to plan review
activities!
79
Process Instructional Menu
Effective social studies instruction centers on
hands-on learning and making the content
“come alive.” The process TEKS are the key to
“doing” social studies (history, geography,
economics, government, etc) in the classroom.
Purposeful planning is vital in choosing the
process standards and activities that will
enhance social studies content for students.
80
Why review with the processes?
% Dual Coded 2012 STAAR
80
70
60
50
40
% Dual Coded 2012
STAAR
30
20
10
0
8th Grade
World
Geography
World
History
U.S. History
% Dual Coded 2013
STAAR
Social Studies
“Skills” or “Stimuli”
Visuals
(can be primary or secondary
sources)
 Maps
 Charts
 Graphs
 Photographs
 Illustrations
 Paintings
 Graphic Organizers
 Timelines
K.15B, 1.5A, 1.18B, 2.5AB, 3.5D, 3.17E, 4.6AB, 4.21C, 5.6A,
5.24C, 6.3D, 6.21C, 7.8A, 7.21C, 8.29CJ, WG. 13A, WG.21C,
WH.15AB, WH.16C, WH.30C, USH 29H, USH 31B
Text Based
 Primary Sources
 Secondary Sources
K.14B, 1.17B, 2.6C, 2.18B, 3.17AC, 4.21A, 5.24A, 6.21A,
7.21AG, 8.29A, WG.21A, WH.29C,USH.29ADH
Social Studies
Processes or “Thinking Skills”
Historical Perspective
 identify point of view
 identify historical context
 identify frame of reference
4.21D, 5.24DE, 6.21DE, 7.21DE, 8.29DE, USH 29G
Analyze information by
 sequencing
 categorizing
 identifying cause and effect
relationships
 comparing and contrasting
 finding the main idea
 summarizing
 making generalizations
 making predictions
 drawing inferences
 drawing conclusions
K.14C, 1.17C, 2.18DE, 3.17BC, 4.21B, 5.24B, 6.21B, 7.21B,
8.29B, WG.21A, WH.29CF, USH.29B
Cuban Missile
Crisis
83
Practice
Pages 26-28
84
Reflection- Teaching Notes
7
What are some
other ways you
could use the
menu?
85
Secret Success to Review
P
P
E
K E
S
86
Activate Prior
Learning
87
Focused Listing
• Focused Listing asks students to recall ideas
and experiences related to a social studies
topic they encountered in a prior instructional
unit.
• Students list as many concepts, facts, and
ideas as they can recall from prior instruction
(Angelo & Cross, 1993).
Focused Listing
• Write the word or phrase at the top of a sheet
of paper
• Students will list as many terms, facts, ideas,
concepts, definitions, as they can that they
remember
Adding On with Color Groups
Activate!
92
Other Examples for
Focused Listing
93
Reflection- Teaching Notes
7
• What are a
few other
ways this
strategy
could be
used?
94
Make your own!
95
Secret Success to Review
P
P A
A
E
K E
S
96
97
The key
is in
the
justification!
It may “unlock” a peers’ prior knowledge!
99
Justified True or False
Statements
Statement
1. All Colonists were Patriots.
2. The Articles of Confederation
created a weak central
government.
T
F
Why I (we) Think So
Reflection- Teaching Notes
7
101
Practice
102
Secret Success to Review
P
A C
P A C K E
C E
S
103
Think…
think…
think…
104
Concept Card Mapping
• Students are given cards with the concepts
written on them.
• They move the cards around and arrange
them as a connected web of knowledge.
• When students create maps collaboratively in
small groups, the maps promote discussion.
Concept Card Mapping
Provides an opportunity for students to
• activate their prior knowledge
• think about the relationships between familiar
concepts
• make a visual representation of the
connections in their own knowledge network
Concept Card Mapping
• Because there is no one “right answer,” this
strategy provides an open entry point for all
learners
• Students who tend not to speak up in class
have been found to contribute freely in the
nonthreatening activity of mapmaking.
(White & Gunstone, 1992).
Activities are
in the table
baskets!
109
Reflection- Teaching Notes
7
111
Secret Success to Review
P
A C T
C E
P A C K E T S
112
Secret Success to Review
P R A C T I C E
P A C K E T S
113
114
115
THANK YOU!
Do you have any questions?
[email protected]

Similar documents

×

Report this document