Unpacking the TEKS/EOC
Give Me the Right Strategies
I Can Teach the World
Merry Lobrecht
Merry.lobrecht@embarqmail.com
Location: The world in spatial terms.
place be located?
Where might this
Places and Regions:
What is special about this
place? What makes it different from other places? How is
this place like others near or around it?
Physical Systems:
What physical processes shape the
features and patterns of the place? What is the
weather/climate like?
Human Systems:
How might people, goods, and
ideas travel into and out of this place?
Environment and Society:
How have people
affected this environment? How might this environment
affect people?
Uses of Geography:
How do physical and
human features influence historical, current, or future
events?
• Geographer:
WHERE,WHY
• Historian:
WHEN, Technological development
• Economist:
COST, Craft Urban development
• Scientist:
MATERIALS, TOOLS
• Sociologist:
PEOPLE, Education- art or music
Acting as an Amateur Geographer
Understanding Economic Systems 5B, 11A
• Tapping Background Knowledge:
What do you need to make a pencil? Primary, Secondary,
Tertiary, Quaternary Economic Activities
• Content Frame: Student pairs brainstorm
their own examples of economic activities that make
Primary, Secondary, Tertiary, Quaternary classifications
• Compare Content Frames: Activities that make up
Primary, Secondary, Tertiary, Quaternary classifications.
• Amateur Geographers search Human Development Index.
• Students complete economic charts.
Human Development Index Report
HDI
• Measure development by combining indicators of:
life expectancy, education, and income.
• Frame of reference for both social and economic development.
How Can You Use This
in Your Class?
How can you modify these lessons to meet
the needs of all of your students?
Strategies to Improve Learning
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Motivate
Games
Gather Data
Background Knowledge
Opportunities to Write
Controversy
Active Involvement
Compare/Contrast
Comparing
c
Classifying
Analogy
Metaphor
::
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Conversation
Strategies
Answers Critical Questions
Think/Pair/Share
Focused Discussion
Sticky-note Discussion
Read-and-Say-Something
Jigsaw Read
What Teachers Need to Know
EOC Success
TEKS Connections to Instruction
TEKS Vocabulary is Critical
Interpret
TEKS Revisions:
Knowledge & Skills, Student Expectations
Major Concepts
What are the VERBS (Blooms)
What are examples that teach this TEKS
TEKS Vocabulary Critical
TEKS Revisions
EOC Assessments
Freshman class of 2011–2012 is first
group to have EOC as a graduation
requirement
All 12 EOC assessments will be
operational in 2011–2012
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Fewer, Clearer, Deeper
Assessed Across years
Narrower: Core of
non-negotiable
TEKS, called
“Readiness TEKS”
covered on every
administration,
with remaining
TEKS, called
“Supporting
TEKS” cycling in
and out over time
Tested
every
year
TEKS
Higher: More items
must be answered
correctly for score to
be proficient
Deeper: More
questions pertaining
to each of the
Readiness TEKS
than was true of
TAKS
Deeper
Tests will contain a greater number of
items that have higher cognitive
complexity levels.
Items will be developed to more closely
match the cognitive complexity level
evident in the TEKS VERBS
In social studies, process skills will be
assessed in context, not in isolation,
which will allow for a more integrated and
authentic assessment.
Blueprint Geography EOC
OBJECTIVES
NUMBER OF ITEMS
Category 1: History, Government,
Citizenship
14
Category 2: Geography
26
Category 3: culture
14
Category 4: Economics, Science,
Technology, Society
14
Readiness Standards
60-65% 41-44
Supporting Standards
35-40% 24-27
Total Number of Items
68
TEKS Vocabulary
is CRITICAL
Making Global Connections
Students demonstrate the
interconnectedness of global issues and
solutions through a kinesthetic exercise
using global issue cards.
Seeking Asylum
Sides Debate
Through simulation, students experience the difficult choices
and struggles facing refugees and internally displaced persons
when they are forced to leave their homes. Students learn
about the root causes of refugee and IDP crises.
• Informal Debate:
should we allow more refugees in?
• Human Opinion Line
• Family groups of 4
• What 5 items do you take with you?
• Read scenarios UN asylum
• 1 family permanent residency
Window Pane
Catch student interest-fold
paper into ‘windows’
Main points- supportive details
Visual Literacy
 Divide and Conquer
 Photo, Primary Source, Map, Chart, Graphs
 OPTIC: overview, parts, title,
interrelationships, conclusion
 Divide picture into quarters or columns
 Discuss main idea, details,
compare/contrast
 Create or read title, draw conclusions
Hungry Planet/ Material World
Student Quest: Critical Thinking Questions
Analyze a photo Primary Source
What Do You Know About
Different Cultures?
These photos were taken in different
countries around the world.
Bhutan
Subsistence farming
New electricity
What is the primary food group this family consumes?
• What food groups are less abundant in this
photograph?
• Why do you think this might be the case?
Compare the Namgay family’s diet to that of a typical
family in your community.
• What types of food items that many American
families consume are absent from this
photograph?
• Why do you think this might be the case?
Reflection:
Carousel Brainstorming
• Compare similarities among the different photos
• Now list a few things that are different
• As a group, discuss your lists
United States
Global trendsetter
“Junk food”
Many Americans trying to watch their diet
Sticky Note Review
• Write review questions or main points on
individual post-it notes
• Place sticky notes on the correct place on the
reading, map, primary source
• Use the information on the sticky notes to
review
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Map Relay Race
 Number the countries
 Place a letter of the alphabet on
physical features
 Student groups number and letter
blank sheets of paper and compete
to complete their paper correctly first.
Review the Strategies
Social Studies Strategies
21st Century Strategies
Marzano’s Strategies
 Which Strategies did we use today?
Student Success
“The best hope of increasing
achievement for our students
lies in the amount and degree of
engagement in learning that we
can orchestrate.”
Curriculum Architecture, Hawkins and Graham
Reflections
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Ticket Out or Ticket IN
Rules:
Each student must give a ‘ticket out’ before leaving class.
A ticket may be anything that was discussed during the class period:
definitions of words, location of cities or countries, examples of items
discussed in class, etc.
No one may repeat what has already been said. For example: two
students cannot define the same word or give the same example.
It is your choice on whether or not they may look at notes or textbook.
When to use ‘Ticket Out’:
During last 5-8 minutes of class
Change it to ‘Ticket In’ and use as a review for the first five minutes of
class.
Rationale:
It gives every student the opportunity to respond and be involved at least
one time during the class period.
It makes students responsible for responding at least once a class period.