CKEC Social Studies Teacher Leadership Network

MeetingNovember 24th, 2014

Today’s materials can be accessed at:www.debbiewaggoner.com/nov-2014-social-studies.html

CKEC Social Studies Facilitation Team

Debbie Waggoner, KDE/CKEC Social Studies

Instructional Specialist Krista Hall, KDE Instructional

Consultant

Laura Smith, Instructional Coach,

CKEC/CKSEC

Terry Rhodes, KDE/CKEC Science

Instructional Specialist

Maurice Chappell,Director of Implementation & Innovation,

Jessamine County Schools

Rebecca Mueller,Doctoral Student,

University of Kentucky

Today’s materials can be accessed at:www.debbiewaggoner.com/nov-2014-social-studies.html

Learning

Teaching

Enhancing

Supporting

Sharing

Burgin Independent SchoolOver 100 years of Excellence

PGES - Professional Growth and Effectiveness System

Inside Front page

Norms: Respect

Cell phone

Engagement

Restrooms

Being Prepared

Side Conversations

Use Technology to enhance your day

Social Studies Network Meeting IMPORTANT NOTES

What do I want to remember?

How will I use this information, and how will I share it with others in my district?

PINK Sheet

Packet page 1

Assessment Sort from Last Month…

Formative assessment can and should be done BY STUDENTS as well as by teachers.

The key to improvement is

how students and teachers

use assessment information.

Five Key Strategies of Formative Assessment

Packet page 2

Unpacking Formative Assessment

http://youtu.be/kPf0nQFfv50?list=UUmdB7jO3Yr2wV_qDmiXj3tQ

Packet page 3

Questioning and Discussion as Formative Assessment

http://www.teachertube.com/video/seinfeld-history-lesson-241598

Packet page 4-5

As you watch, think about the qualityof questions he asks and how he mightimprove his questions, listed on page 4. Also think about the Questioning Techniques he uses, which of those listed on page 5 could have used tocreate a better discussion?

Questioning Techniques

The focus of these techniques is to gather the most possible information about what your students know and don’t know. Having this information about your students can guide your instruction as immediately as is practical!

Packet page 5

What Does It Mean to Be A Teacher Leader?

Read the six definitions on page 6 Select the definition that comes closest to your

definition of a teacher leader On page 7, write a few sentences as to why you

selected the definition List what you would add or subtract to the definition

to more closely align to your own point of viewPacket page 6-7

Packet page 7

10 Roles for Teacher LeadersRate yourself – which roles are your best? Number the roles 1-10 with 1 being your most proficient role and 10 being your role that needs the most growth: Resource Provider Instructional Specialist Curriculum Specialist Classroom Supporter Learning Facilitator Mentor School Leader Data Coach Catalyst for Change Learner

How will you begin the conversation about changing your

curriculum to reflect the new social studies standards for

21st century learning in Your School & District?

Packet page 9-11

Packet pg 12PLCs TOOLS

Packet pg 13

PLCs TOOLS

Growing A Teacher’s Own Student-Growth Evidence ~James Popham

“teachers can grow defensible evidence of student growth by relying on teacher-made classroom assessments. But teachers need to learn how to build tests that accurately measure such growth—and how to administer and then score those tests so the world believes what they say”

Packet page 14

Reading Like a Historian: Philosophical Chairs

http://fw.to/uNHGwDg

 Teacher Says…  Student Says…

 Teacher Does…  Student Does…

Packet page 15

Focus on Inquiry enhances classroom practice…

Defensible Evidence of Inquiry Standards 1-3

Defining Defensible Evidence: Mastery of Questioning

A Question Focus

Rules for Producing Questions

Producing Questions

Categorizing Questions-Open/Closed

Prioritizing Questions

Next Steps

Reflection

REVIEW: Components of the Question Formulation TechniqueTM

Program Reviews are a piece of our KPREP assessment

How much/what percentage does Program Review Count towards our overall KPREP score?

Standards?

Are our rationales reflecting what we are doing?

Are they accurate?

How much Evidence?

Who decides (on what your score is)?

How can we grow in each category for year to year?

Do we need one rationale for each piece of evidence?

What is the timeframe?

What does it have to do with special education?

Does every entry into the common drive need a rationale and standard from the initial teacher?

Cindy Phelps posted in Edivation on November 5, 2014 

"As an Instructional Coach, I work with teachers on a wide variety of topics and decided to model this

strategy as I worked with teachers (some new to the profession, content, school, etc. & some veteran teachers)

in groups regarding Program Reviews. I posted the following

QFocus to begin the discussion: Program Reviews are an important piece of our KPREP assessment. It

was very informative for me to see the variety of questions generated, and it helped guide the direction I needed to

go with both small groups and the group as a whole."

Question FOCUS

• Is it a choice?• Is this a parallel with Iraq and

Afghanistan?• Was that really the pilgrims’ intention?• Does the Indian have anything to say

about this?• Why does the pilgrim look so

optimistic?• Does the pilgrim know what system

these folks are currently using? Does the pilgrim care?

• Does the Indian understand what the pilgrim is saying?

• Would it matter either way?• Does he know what democracy means?• Is that a veil for some other purpose?• Who gets to vote?• Does he have a choice in the matter?• Will they take his choice under

consideration?

Question FOCUS

Compelling question…Democracy serves whose interests?

What does “democracy” mean?

Is democracy always fair?

Selecting Sources

• At your table, determine your target student (e.g., a 7th grader, an ELL student)

• Look through the provided sources. Determine which ones you’d use for the inquiry. Why these?

• What additional sources would you include (can be general or specific). Why these?

Potential SourcesSource A - 2013-2014 Top Organizational Campaign Contributors: https://www.opensecrets.org/overview/toporgs.php Source B - Cost of Winning a House and Senate Election (1986-2012):http://www.cfinst.org/pdf/vital/VitalStats_t1.pdf Source C - Three-Fifths Compromise (with annotation):http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=163 Source D - Woman’s Suffrage Cartoon:http://www.loc.gov/pictures/resource/ppmsca.02919/ Source E - President Jackson’s speech on Indian Removal Act:http://www.nps.gov/museum/tmc/MANZ/handouts/Andrew_Jackson_Annual_Message.pdf Source F - Definitions of democracy:http://www.uiowa.edu/~c030142/DefinitionsOfDemocracy.html Source G - Article about the demographics of non-voters:http://www.people-press.org/2014/10/31/the-party-of-nonvoters-2/ Source H - Voter demographics 2004, 2008, and 2012: also saved as pdfhttp://www.mikvachallenge.org/wp-content/uploads/2014/09/C3_Elections_Lesson-3.pdf (p. 10-14)

Share OutDemocracy serves whose interests?

What does “democracy” mean?

Is democracy always fair?

Selecting Sources• At your tables, discuss what students (or

teachers) should consider when selecting sources for an inquiry.

• Determine the two most valuable tips.

•My source selection advice…?

Source Selection Tips

Final Thoughts• On selecting sources…

• Diverse perspectives

• Diverse mediums

• Varied levels of complexity

• Texts that pose questions and answers

• On making the QFT serve your needs…

• Start with the end goal in mind (e.g., your standards, course objectives)

• Think about what resources you have available

• Be very intentional about the QFocus

• Be very intentional about the prioritization directions

• In groups those who read the same chapter meet together and make a list on chart paper to summarize the major points, then share out:

• Chapter 3 pages 43-55 Introduce the Rules for Producing Questions     Chapter 4 pages 57-71 Students Produce the Questions     Chapter 5 pages 73-85 Students Improve the Questions     Chapter 6 pages 87-101 Students Prioritize Questions

• Share which reading strategy you used to complete your homework: Use page 181 - Rank-Ordering Retell or page 188 - Guided Reading and Summarizing Procedure from the red book as your read your selected chapter

• Which reading strategies from the red book have you used in your classroom?

Grade Level Groups - QFT Follow-up:

Packet pages 17-19

Grade Level Groups - Reviewing QFT Classroom Examples

Continue on with QFT book – Jigsaw selected parts below of chapter 7 at your table What do we do with all these Questions?

--Many Options for Using the questions pg104--Examples from the Classroom: Use of Questions to Begin a Project pg104-107--Case Study: Student Questions Drive the Research Agenda pg110-113--Students Questions Release the “Unlock Button” pg113-115--Case Study: A Volunteer Helps a Student Unlock His Questions to Write a Speech pg115-117 -ALL read: Chapter 9 A Memo to My Fellow Teachers What I’ve Learned from Using the QFT pg127-133 -Use the VIP Very Important Points reading strategy from pg 187 red book as you read….

Grade Level Groups – What do we do with all these questions?

LUNCH

Focus on Inquiry enhances classroom practice…

Connecting column 2 of the Inquiry Cycle: Evaluating Sources to the Framework for Teaching

Domain 1D – Demonstrating Knowledge of Resources Packet page 22

Teaching Channel- Reading Like a Historian: Sourcing

http://fw.to/KD5MBuG

Defining Defensible Evidence: Mastery of Evaluating Sources

What is the proficient level of “evaluating sources?”

• Brainstorm, Affirm and revise

• Bring back defensible evidence around evaluating sources

Crack the Case: History's Toughest Mysteries

How do we develop and support theories about historical events using primary and secondary research sources? (review definition of primary and secondary sources as needed)

What is one of the great unsolved mysteries of history? Why do you think people remain so interested in this mystery?http://preview.opb.org/stage/national_productions/HDSI%20Website/Cracking%20History%E2%80%99s%20Cold%20Cases%20reproducible.pdf

Packet pages 23-24

Packet pages 23-24

four cold cases from American history

• The Great Chicago Fire:  A fire raged through the city of Chicago from October 8 through October 10, 1871, killing hundreds. The traditional story has it that a cow owned by the O’Leary family kicked over a lantern in its barn, starting a fire that spread to over three square miles.

• But was it really Mrs. O’Leary’s cow that started the fire?

http://preview.opb.org/stage/national_productions/HDSI%20Website/Research%20Links-1.pdf

Packet pages 23-24

• The Disappearance of Amelia Earhart: Amelia Earhart was the first woman to fly solo across the Atlantic Ocean in 1932. On June 1, 1937, Earhart and her flight navigator Fred Noonan left Miami, Florida, on the first leg of a journey that would make her the first woman to fly around the world. On July 2, Earhart and Noonan took off from Howland Island in the Pacific Ocean and simply disappeared.

• Did they crash? And, if so, where?

http://preview.opb.org/stage/national_productions/HDSI%20Website/Research%20Links-1.pdf

four cold cases from American history

Packet pages 23-24

• The Lost Colony of Roanoke: The Colony of Roanoke was settled in 1587 on an island in present-day North Carolina. The colony’s governor, John White, sailed home to England for supplies. When he returned three years later—delayed by the Spanish-American War—the colony had disappeared entirely. The only evidence left behind was the word “Croatoan” carved into a wooden post.

• What happened to those settlers?

http://preview.opb.org/stage/national_productions/HDSI%20Website/Research%20Links-1.pdf

four cold cases from American history

Packet pages 23-24

• The Disappearance of Glenn Miller in World War II: Glenn Miller was a famous big band leader in the 1930s and ‘40s. During World War II, he and his big band were important ambassadors for American values, playing swing music throughout Europe and broadcasting their music over the radio throughout both Allied and Axis countries. But on December 15, 1944, Glenn Miller boarded a plane to fly from Britain across the English Channel to Paris. He was never seen again.

• Did his plane sink in the English Channel? Was it friendly fire? What ever did happen to the famous bandleader?

http://preview.opb.org/stage/national_productions/HDSI%20Website/Research%20Links-1.pdf

four cold cases from American history

Packet pages 23-24

Review Reading Like a HistorianPacket pages 20-21

Packet page 25

Packet page 26

create a Case File on chart paper include the following elements:

• Background on the Historical Event

• The Most Plausible Theory

• At least three pieces of evidence that support that theory

• An explanation of each piece of evidence you present

• Explanation of one alternate theory and your reasons for discarding it

• Why this investigation was a worthwhile endeavor

How does this lesson connect

to the new content standards

in your grade band?

• What connections are there between this lesson and the new content standards for your grade band?

• With your group decide which of the four historical mystery cases you will investigate.

• Use the resources in your packet pages 23-26 as you work through your case.

• Create a Case File on chart paper • Be ready to do a Gallery Walk to share your Case File and review others…

Grade Level Groups – Cracking History’s Cold Cases

How does this lesson

connect to the new

content standards in your

grade band? List the

Standards on your Case

File chart paper.

Grade Level Groups – Cracking History’s Cold Cases

Focus on Inquiry enhances classroom practice…Grade Level Groups –

Defining Defensible Evidence: Mastery of Evaluating Sources

Defensible Evidence: examples from instructional practice that can be defended as mastery of a skill.

Using today’s learning and resources, brainstorm what is proficient level of Evaluating Sources (for your grade band)?

Can you affirm or revise the criteria from the FfT?

What evidence can you provide from your classroom that students are mastering the art of evaluating sources?

Bring DEFENSIBLE EVIDENCE of EFFECTIVE STUDENT EVALUATION OF SOURCES to the FEBRUARY meeting

Grade Level Groups –

HOMEWORKHomework read one of the following sections from the Make Just One Change (green book):   --Chapter 8 Students Reflect on Their Learning pg119-126 --Chapter 10 Students and Classrooms Transformed pg135-147 --Conclusion: Questions and Education, Questions and Democracy pg149-156Use either the Question Journal pg 167 or the GIST pg 184 reading strategy from red book as you read…(yellow paper)

Bring DEFENSIBLE EVIDENCE of EFFECTIVE student Evaluation of Sources to the FEBRUARY meeting

Grade Level Groups –

Review of the day:

Please complete the online evaluation before you leave.

We need your feedback!

Grade Level Groups –

CKEC Social Studies Leadership Network 2014-2015

NorthEast Christian Church

8:30am-3:30pm

Tues. Sept. 30th, 2014 Tues. Oct. 21st , 2014  Mon. Nov. 24th, 2014  

Tues. Jan. 27th, 2015 Tues. Feb. 24th, 2015 Tues. Mar. 24th, 2015 

MAKE UP DATE if needed Tues. Apr. 21st, 2015

Summer 2015 Dates TBA

See you next YEAR on Tues, February 24th, 2015

Happy President’s Day

Grade Level Groups –