WELCOME!
Social Studies District PLC
Asheboro City Schools
2012-2013
Introductions
• We have many new faces to welcome!
• Please share your name, school and teaching
assignment.
Changes in/Clarifications of Terminology
• Common Core/Essential Standards ARE now the
Standard Course of Study for NC
• Standards and Clarifying Objectives are the “rules” by
which you now live…
• Enduring Understandings=concept statements that
explain the big ideas
• Essential Questions=important questions that outline the
path/outcome you want students to reach, no “right”
answer, foster ongoing thinking
Planning Documents to Revisit
• All available at NCDPI Website
(http://www.ncpublicschools.org/acre/standards/newstandards/)
• Standards/Objectives (SCOS)
• (http://www.ncpublicschools.org/acre/standards/support•
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tools/)
Unpacking Documents
Crosswalks
Founding Principles Act alignment
ELA Standards for Social Studies Reading and Writing
Summer Professional Development
• Take a few minutes…
• Discuss what you worked on/achieved over the course of
our Summer Professional Development for the benefit of
your colleagues who did not attend.
•
• What did you do?
• What did you learn/what epiphanies did you have?
• What do you still have questions about?
Concept-Based Planning
• Use big ideas to teach students skills and content that will
matter across disciplines and outside the classroom
• Essential Standards already outline a very broad segment
of these concepts/ideas
• Ex. US History
• Analyze turning points
• Understand exploration, settlement, movement and expansion
• Analyze conflict and compromise
• Understand tension between freedom, equality and power
• Understand role of US in world
• Understand impact of war on US
• Analyze factors impacting the “American Dream”
Concept-Based Planning Continued
• Take a few minutes…
• BY YOURSELF, decide what you most want students to
know/understand about the world. (2-3 things)
• Use the concept list to identify with your table partners the
8-10 MOST IMPORTANT conceptual ideas you would like
to teach students about
• Write some “enduring understanding” statements using
the concepts you identified
Unit Planning/Lessons/Activities
• Unit Planning Rubric
• Share some of your great ideas!
• Get/Provide REAL feedback!
• What do you appreciate? What changes/improvements
need to be made?
Assessment
“Pursuant to Session Law 2011-8 House
Bill 48: No Standardized Testing Unless
Req’d by the Feds., there will be no Endof-Course testing for American History or
Civics and Economics effective during the
2011-12 school year.”
“There is no End-of-Grade testing for
Social Studies K-8.”
Assessment Continued
• DPI now identifies “Measures of Student Learning for Teacher
Effectiveness” as a means by which to assess or provide
evidence of student mastery
• There are NO examples of this (officially)
• One of the reasons for Common Core changes: to ensure that
instruction, objectives and assessment are CONSISTENT
• Translation: that you are teaching what you need to teach in
the way you need to teach it for students to master the
curriculum
Translation:
• that you are teaching:
what you need to teach
in the way you need to teach it
for students to master the curriculum
and be successful
The Structure of Curriculum
Students
Learning Experiences/Performance Tasks
Materials and Equipment
Image of students with globe. Image no. 3Q1675
Photo by Will & Deni McIntyre
Alignment of Assessment
“Alignment is an even stronger predictor of
student achievement on standardized tests
than are socioeconomic status, gender, race,
and teacher effect.”
~ Elmore & Rothman, 1999: Mitchell, 1998; Wishnick,1989
Remember, we must take into account:
Factual knowledge
Conceptual knowledge
Procedural knowledge
Assessment Example
• US History Unit: The Civil War
• Enduring Understanding:
Technology can impact the course of/outcome of a war.
Does this question assess the enduring
understanding?
Which general provided leadership for the Confederate
Army at the Battle of Gettysburg?
a. George Meade
b. Ambrose Burnside
c. Robert E. Lee
d. Ulysses S. Grant
How about this one?
The utilization of technology helped ensure a Union victory
in the Civil War by
a. Allowing Lincoln to use send troops and supplies via
railroad
b. Increasing the efficiency of communication through use
of the telegraph
c. Using advancing medical techniques to increase
chances of survival for those wounded in action
d. All of the above are true
So we have to be sure that…
1. We teach the facts/concepts that we want to students to
know and understand
2. Our MEANS of teaching reflect the skills we want
students to develop and
3. Our assessments actually test those things in a way
that is CONSISTENT with what and how we have
taught them to students
Assessment Examples
• Middle School Version and High School Version
(Handout)
• Pick an example from your curriculum area.
• Identify the CONTENT, CONCEPTS and SKILLS students
would need in order to be able to answer that question
effectively in your classroom.
• Identify the Essential Standard and Clarifying Objective(s)
that would be addressed by your particular question.
Example Assessment Document
• These have been submitted by the state as possible
assessment types for the “measures of student learning”
• The state is currently requesting feedback concerning the
nature, type, objective alignment, etc. of these
assessment examples…
• Possible future test?
Common Assessment
• We have already been focusing on common assessments
• Benchmarks/learning checks have been put in place for
some
• More formal use of common assessments as “measures
of learning” for next year by the district administration
• Use the planning sheet provided to create a common
assessment for your area…