Welcome! Welcome!

Social Studies Social Studies Teacher Leader NetworkTeacher Leader Network

April 24, 2014 April 24, 2014

www.kvecsstln.weebly.com

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Mary McCloud KVEC Literacy Consultant

Carole Mullins KDE/KVEC Instructional Specialist

Jennifer Carroll KDE/KVEC Professional Growth & Effectiveness System Consultant

Linda Holbrook KDE Literacy Consultant

Assess my own practice in regard to C3 Instructional Shifts.Recognize instruction that emphasizes the intersection between C3 & Literacy standards.Explore the FfT levels of teacher leadership in relation to your participation in the SSTLN.Explore KET digital resources available to Social Studies Teachers.Communicate Conclusions from the network meetings and Take Informed Action.

AGENDA

Materials Needed: “Thinking Partners” Handout and your completed homework.Discussion Schedule:

8 minutes with someone from “Same Content/Grade Level” list8 minutes with someone from “Push My Thinking” list8 minute “Standing Meeting” with your District Team Submit your completed homework6 minute Journal Reflection

TIP: Use your journal to take notes and/or gather ideas from others!

Dimension 2 is all about the content. Dimensions 1,3 and 4 are the way by which we reach the RIGOR in social studies.

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Instructional Shifts

As you watch the video think about how each of these shifts apply to your practice.

http://media.education.ky.gov/video1/On-Demand2014/Social_Studies_C3_2-18-2014.mp4

nstructional Shifts

1. Craft questions that matter.2. Establish a collaborative context to support

student inquiry.3. Integrate content and skills meaningfully.4. Articulate disciplinary literacy practices and

outcomes.5. Provide tangible opportunities for taking

informed action.

C3

Assess my own practice in regard to C3 Instructional Shifts.

• Grades K-5

Room 1

• Grades 6-12

Main Room

Grade Level Group Sessions Grade Level Group Sessions Begin at 10:55Begin at 10:55

Pillars again

TPGES--Teacher Professional Growth and Effectiveness System

Professional Learning

Instructional Examples

See C3 Page 21

Key Verbs/Nouns

Collaborate with table partners to come to a shared agreement about each element of the triangle.Create a chart of your findings. (Be sure to include the Standard # and Names on Your Chart)

Instructional Examples Goal: What do the Social Studies Literacy Standards “look like” in my classroom? How will I teach the literacy standard?

Review your chart. Do you have everything required? (USE A DIFFERENT COLORED MARKER TO MAKE ANY ADDITIONS!)

http://grantwiggins.wordpress.com/2012/01/11/transfer-as-the-point-of-education/

6-8: Cite specific textual evidence to support analysis of primary and secondary sources.9-10…, attending to such features as the date and origin of the information.11-12…,connecting insights gained from specific details to an understanding of the text as a whole.C3 Framework: Page 26In your journal, write one sentence that sums up this “Most Important Point” for your Social Studies colleagues!

Recognize instruction that emphasizes the intersection between C3 and Literacy standards.

Where questions, not answers, are the driving force in thinking.Where questions, not answers, are the driving force in thinking.

Highly motivated form of intellectual and scholarly discourseUsually range from 30-50 minutesAn effective Socratic Seminar creates dialogue as opposed to debate

Recognize instruction that emphasizes the intersection between C3 and Literacy standards.

Debate is oppositional; two opposing sides try to prove each other wrong.Dialogue is collaborative; multiple sides work toward a shared understanding.

The Socratic Seminar is dialogue; The Socratic Seminar is dialogue; you work as a class to better you work as a class to better

understand the topic.understand the topic.

We read and think about the text in advance.We refer to the text and give enough time for fellow classmates to locate text.We engage in conversation; we don’t talk at each other.We show we are listening by tracking the speaker and summarizing what a classmate said.We don’t raise our hand, but we wait for speaker to finish.We ask questions, give comments, but always give evidence to support our opinions.

½ of the class sits in the inner circle and participates while the other ½ of the class sits in the outer circle to observe and record the participation of their partners.After about 10-15 minutes, the roles are reversed and the discussion continues.

SpeakerCoachTime KeeperBig Idea TrackerEvidence/Quote TrackerComment CounterTransition Tracker

https://www.teachingchannel.org/videos/teaching-the-n-word

Lesson Objective: Use textual evidence to evaluate arguments presented in articles.

Grades 6-12: Analysis

TIP: Use your journal to take notes!

Socratic SeminarSocratic SeminarIt’s OKAY to disagree, so long as you do so respectfully

I understand what you are saying, but I disagree because…I respect your opinion, but I disagree because…I hear where you are coming from, but…

Most importantly, in a discussion there are no right or wrong answers.

Academic TransitionsAcademic Transitions1. So what you’re saying is…2. I disagree/agree…3. I’d like to raise a question…4. I’m confused about…5. What is your opinion of…6. I think this means…7. What puzzles me is…8. This relates to…9. Do you agree/disagree….10. Don’t you think this is similar to…11. I’d like to talk with people about…

• Our purpose is to gain understanding of the ideas and values in the text, among others: citizenship, democracy, sacrifice, social construct.

• At 2 minutes and 266 words in length, what is the historical significance of the Gettysburg Address?

Social Studies

Teacher Leader

Network

The Gettysburg Address is the most famous speech by Abraham Lincoln and one of the best know speeches in American history.It was delivered at the dedication of the Soldiers’ National Cemetery in Gettysburg, PA on the afternoon of Thursday, November 19, 1863, four and a half months after the Union army defeated the Confederates at the decisive Battle of Gettysburg.It followed a long and rambling oration by a famous speaker of the day (several hours long) and was so short and so direct Lincoln had finished speaking and returned to his seat while most of the audience was still settling to listen.

Seminar Plan FormUsing the form, table teams work together.Identify how the Gettysburg model seminar met criteria of the plan form.

Generic Seminar Questions

Using the form, table teams discuss the differences and purpose of the Opening, Core and Closing Questions. Can you identify any of the 3 types of questions that were used in the Gettysburg model seminar?

Recognize instruction that emphasizes the intersection between C3 and Literacy standards.

• What is a Social Studies concept/unit/lesson that you will teach before the end of this school year that is a “good fit” for the Socratic Seminar instructional strategy?

• How would the Socratic Seminar fit in looking at the KFfT Domain 3 (Instruction) Component B (Questioning and Discussion)?

Social Studies Teacher Leader

Network

Return to Grade Level Groups after LunchReturn to Grade Level Groups after Lunch(K-5 and 6-12)(K-5 and 6-12)

TIP: Use your journal to take notes!

2:30-2:40 p.m.

Return to Main Room and Sit in District Teams

Pillars again

TPGES--Teacher Professional Growth and Effectiveness System

Professional Learning

Refer to FfT Component 4E: Professional Leadership in your binder. Individually, take a moment to read the indicators for each of the levels of performance in this component noticing the slight differences in the levels as they progress.How would you be rated based on your engagement in the Social Studies Network? What evidence would you have for this Domain and Component?

Explore the FfT levels of teacher leadership in relation to your participation in the SSTLN.

District teams will develop a Social Studies Action Plan for Teachers.Each district’s plan will be submitted to the District Level Contact(s) by Carole Mullins.Deadlines:

Electronic version to Carole Mullins: May 1st After May 5th, I will notify district contact if a plan has not yet been submitted to me.

September 2014 Network Meeting: Teams will share out feedback from plan implementation/results.

Today: Each team will share at least one “initial” planning idea with the whole group.

Communicate Conclusions from the Network and Take Informed Action.

As a member of my District Leadership Team,I can describe next steps for sharing updated information

with other Social Studies Teachers.

IMPACT LOGS

Turn in your EvaluationGet your certificate

Have a Great Summer!

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