“Teaching is a vital and purposeful pursuit. We need to be working toward something and we need to know what that something is. Then we can consider how to best get there... I believe we should publish our goals and argue for their importance.”

- Jeffrey D. Wilhelm

Presented by:

Jonathan Vervaet@jonathanvervaet

jonathanvervaet@gmail.com

Assessment and Literacy in the Secondary Social Studies

Classroom

Knowing my students as readers and thinkers…

“If students have not been told where they are going, it is

unlikely that they will arrive.” – Shirley Clark

Learning Intentions

• I can identify challenges faced by teachers of adolescents in the 21st Century.

• I can highlight some key principles of the proficient readers research.

• I can explain how performance based assessments can inform my instructional decisions.

• I can begin to see how instructional and curriculum design can enhance student learning and literacy skills in the Social Studies discipline.

What does literacy look like for 21st Century Adolescents?

What are the implications for teachers?

Necessity!!

Adolescent Literacy: A Position Statement of the International

Reading Association

Strategy: Mining for Gold

A/B Partner – Mining for Gold

A – says what the most important idea was from the reading.

B – asks “Why is that important?”A – answers and explains.

B – again, asks “Why is that important?”

Do this until A can synthesize thought to a single word or phrase;

The NUGGET.Repeat for partner B.

Proficient Readers Research

Successful readers – regardless of age – are active, purposeful, strategic, and metacognitive.

Proficient Readers Research

They construct meaning and learn from text by using cognitive strategies before, during, and after reading.

Instructional Design

The 8 Cognitive Functions Good Readers Use

When meaning breaks down, proficient readers become cognizant of their performance limitations and strategically execute these cognitive processes to repair theircomprehension problems.

(Alexander & Jetton, 2000)

1. Setting a purpose / Reading with purpose in mind

2. Activating background knowledge to enhance understanding

3. Monitoring comprehension and awareness of how to repair comprehension problems

4. Determining what’s important

5. Making inferences and drawing conclusions

6. Visualizing mental images7. Synthesizing and accurately

summarizing information8. Making connections

What is the most important cognitive reading function for students?

1. Setting a purpose / Reading with purpose in mind

2. Activating background knowledge to enhance understanding

3. Monitoring comprehension and awareness of how to repair comprehension problems

4. Determining what’s important5. Making inferences and drawing

conclusions6. Visualizing mental images7. Synthesizing and accurately summarizing

information8. Making connections

The Prescribed Learning Outcomes are the goals, not content coverage.

Use the textbook as a resource, not the syllabus.

Deliberate use of Backward Design (UBD) for planning results in more clearly

defined goals, more appropriate assessments and more purposeful teaching.

Stages to Consider

1.Identify desired results.2.Determine acceptable

evidence.3.Plan learning experiences

and instruction.

Curriculum MappingLearning Intentions – PLOs

Big ideas / Enduring UnderstandingsEssential Questions

Concepts – Things to knowSkills / Strategies

Formative Assessments / Instructional ActivitiesSummative Assessment(s)

Resources

Success Criteria and the Use ofPerformance Standards

Reading Performance Standard Grade 2

If students don’t understand the words usedin the rubric,it might as well be written in a foreign language.

Design Activities to

have students “translate”

performance standards into

student friendly language.

"We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what education is about.”

- Costa and Kallick (1992)

Enduring Understandings are the “big ideas” of the curriculum. They are

more than goals for a unit or grade; they are the rationale for engaging in

discipline.

Enduring Understandings: From ELA Curriculum

- A good thinker uses interpretations, analysis, synthesis, and evaluation to deepen and enhance understanding.

- Meaning making is a constructive and creative process; the quest for meaning is never complete.

- We need to reflect on, monitor, and regulate our own learning in order to improve.

Enduring Understandings: • Our modern day traditions are steeped in

the rituals and beliefs of those living in ancient and historical times.

• Little of our modern festivals and celebrations are unique to our current generation

• Geographical features and climate affect the world view and the development of civilizations.

• • Various components of a civilization evolve

and are refined as societies develop and interact.

• • Trade is a major factor in the creation and

destruction of societies and cultures.• • A civilization’s technological advancement

is often a result of their attempt to live within their geography.

Enduring Understandings: • Various components of a civilization evolve

and are refined as societies develop and interact.

• Trade is a major factor in the creation and destruction of societies and cultures.

• A civilization’s technological advancement is often a result of their attempt to live within their geography.

Enduring Understandings: • The Holocaust provides a context for

exploring the dangers of remaining silent, apathetic, and indifferent in the face of the oppression of others.

• Holocaust history demonstrates how a modern nation can utilize its technological expertise and bureaucratic infrastructure to implement destructive policies ranging from social engineering to genocide.

Enduring Understandings:

• The use of propaganda created a cult of personality which allowed for the rise of despotic single party dictatorships.

Essential Questions“The best questions serve not only to promote understanding of the content... they also spark connections and promote transfer of ideas.”

- Wiggins and McTighe

An Essential Question will be successful if it meets two criteria:

If it is phrased in a way to be interesting or compelling to

students.

If it gets after enduring understandings from the

discipline(s) being studied.

Examples:•What are the markers of a civilized people?•How far can we, or should we, go in tampering with nature?•What advancements of today may become problems of the future?•How is art a reflection of culture?•What constitutes a rebellious act?•Is sex even necessary?

• Is justice / freedom key for a society to be civilized?

• How are modern celebrations a reflection of our past?

• What makes humans commit inhumane acts?

• What makes people throw off the restraints of human conduct?

• How is power and control maintained and legitimized?

Essential Questions

Is a Canada a democracy?

Does Canada’s legal system ensure order in society?

Does the Canadian Bill of Rights ensure the rights of all Canadians

are protected?

Essential Questions

How is the cultural identity of a people influenced by where they

live?

Does changing society always necessitate violence?

You must use the research to support your practice to avoid being a well intentioned “Enthusiastic Amateur.”

- Fullan and Hargraeves “Professional Capital”

Contact Information

Jonathan VervaetEmail:

jonathanvervaet@gmail.comTwitter: @jonathanvervaet

Blog: jonathanvervaet.wordpress.com