1 training for the georgia performance standards standards-based education and the georgia social...

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Training for the Georgia Performance Standards

Standards-Based Education and the Georgia Social Studies Performance Standards (GPS)

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Overview of Day 2

Update on redelivery Review of conceptual teaching Developing the Elaborated Unit Focus Enduring understandings/Essential questions Balanced Assessment

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The Process of Instructional Planning

Traditional Practice Standards-based Practice

Select a topic from the curriculum

↓

Design instructional activities

↓

Design and give an assessment

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Give grade or feedback

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Move onto new topic

Determine concepts, enduring understandings related to standard(s)

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Design assessment (task) through which students will have an opportunity to demonstrate their understanding of standard(s) & concepts

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Decide what learning opportunities students will need so they can demonstrate understanding of standards and concepts; plan appropriate instruction to ensure each student has adequate opportunities to learn

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Use data from assessment to give feedback, re-teach or move to next level

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Standards Based Education Model

GPS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge




All above, plusTasksStudent WorkTeacher Commentary


Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)



Stage 3Plan Learning Experiences and

Instruction

(to support student success on assessments, leading to desired results)


Instruction


All aboveAll above

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The Key Conceptual based teaching

Need schema to learn Must relate to what already know Need to see in context Develop concepts to help students learn

What doesn’t work Worksheets Drill Memorization of discrete facts.

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Stage 1: What do I want my Stage 1: What do I want my students to know and be able to students to know and be able to do ?do ?

Develop overview of course (course guide) Review standards to see what standards can be grouped

together Identify unifying ideas that group the standards Organize GPS into unit ideas (themes/concepts)

Concept map What should be the focus of each unit?

Brief phrases that outline focus of unit What themes connect these units?

Look at themes that stretch across units What are specific ideas/themes for each unit?

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Organizing the Standards

Standards are a curriculum document, not a teaching document.

Not necessarily organized the way they should be taught.

Start by look at the standards as a whole What is the emphasis of the course?

Are there more standards that relate to a particular time period, area, or topic?

What is the main goal of the entire set of standards? What should a student understand as a result of completing

this course?

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Organizing the Standards

What are the logical divisions of the standards based on the course emphasis? No preset number of standards per unit Units should logically link related standards to help

students understand course emphasis What is the logical starting point of the course?

Does not have to be standard 1 Does not have to be chronological Must be logical and related to the course emphasis

The best starting point for a course is where the course curriculum and student interest and relevance meet.

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Skills Matrix

Skills are found in matrix at the end of each grade level Begins in Kindergarten Basic mastery before end of middle school Are to be taught in context, not separate

No participatory skills Skills are testable as related to and integrated into the

content Should be part of tasks, or demonstrations of

understanding

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DESIGNING UNITS forSOCIAL STUDIES GPS

Day 2:

Enduring Understandings, Essential Questions, Balanced Assessment

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GPS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements














Instruction



Instruction


All aboveAll above

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Conceptual Teaching

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Comparison

Topic Based Facts and activities

center around specific topic .

Objectives drive instruction.

Focus learning and thinking about specific facts.

Instructional activities use a variety of discrete skills.

Concept Based Use of facts and

activities are focused by conceptual lens.

Essential questions, drawn from concepts, drive instruction.

Facts are learned to understand transferable concepts and ideas.

Instructional activities call on complex performances using a variety of skills.

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Points to consider Both models value foundation of specific fact-

based knowledge and skills Difference is in culminating focal point of

instruction Topic-based: learning specific facts about a

given topic Concept-based: learning conceptual

understandings drawn from the facts Learning about the relationship between things

rather than JUST FACTS.

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Three principles of conceptual teaching1) Build on student’s prior knowledge

• Teacher develops framework for new concepts

• Check student’s misconceptions

2) Facts are a part of the larger concepts. Both are important.

3) Student reflection and evaluation are vital.

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Developing the Elaborated Unit Focus

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GPS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements














Instruction



Instruction


All aboveAll above

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Stage 1: Sixth Grade World Studies

The bulleted information under the themes are key points from the elements.

Standards:H4d, H4e, G5a, G7a, G7b, E6a, E6b

Unit One focus:Europe Influenced the World

Movement•Importance of exploration

Power, Authority, and Governance•Expansions of empires

Place•Physical and human characteristics•Impact of location, climate, physical characteristics, natural resources, population

Economic Development•Trade•Colonial Empires•Trade Barriers

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Stage 1: U.S. History, Grades 9-12

The bulleted information under the themes are key points from the elements.

Standards: 1, 21st Semester, 2 weeks

Unit One focus:Colonial Era

Themes and Concepts/Topics:

Movement•Colonization•Physical Migration (free and forced)•Importing of Intellectual Ideals

Social and Political Interactions•Colonial Governments•Social Mobility

Conflict and Compromise•European/Native American conflict•Colonial conflict with royal government•Conflict among colonists

Ideas and Beliefs•Great Awakening•Individualism

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Elaborated Unit Focus

Short paragraph that explains the relationship between the concepts and the content of the unit

NOT a restatement of the Unit title Explains the connection between the Unit title

and standards/elements Should mention some of the major concepts

included in the unit

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Elaborated Unit Focus

Small group activity Develop an elaborated unit focus for Unit 1.

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Concepts (Unit Connecting Themes)

Unit One: Europe Influences the World

Elaborated Unit Focus: The focus of this unit is on early European influence in Africa, the Americas, and Asia. In addition it will examine the impact of physical geography and economic development on exploration, empire building, and trade.

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Concepts (Unit Connecting Themes)

Unit One: Colonial Era

Elaborated Unit Focus: This unit is centered on the development of the English colonies in America. It traces the evolution of the three colonial region’s economy, colonial governments, social structure, relations with Native Americans, and the introduction of slavery. The role of religion is examined through an examination of the Great Awakening. Benjamin Franklin is used as an example of how America presented opportunities, regardless of birth, for individual advancement.

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Enduring Understandings and Essential Questions

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Would you rather your students… be able to list all of the compromises made

at the Constitutional Convention OR

be able to explain the role of compromise and conflict throughout history using examples from the Constitutional Convention?

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Would you rather your students… be able to tell you the populations, natural

resources, and climates found in Latin America

OR be able to explain the impact of population,

natural resources, and climate on Latin America’s role in the contemporary world?

Concepts include: Global connections People, places, and environment Production, distribution, and consumption

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Enduring Understandings

Conceptual understandings drawn from and supported by critical content (Erickson, 71)

Provides language to link themes and concepts to standards, knowledge and skills.

Basis of conceptual teaching Provide scaffolding Standards provide specificity to concepts

Written in sentence form This is essence of what students should take from

the unit

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Enduring Understandings

Units may have multiple EUs Intended to be broad

Apply to many situations Apply to different units Apply to different courses/grade levels Should be written in present tense

Should reference theme and specific knowledge from the standard and elements

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Enduring Understandings based on H. Lynn Erickson (p. 86-89)

Varying levels of sophistication Level 1:

less concept specific, relates closely to the specific content EX: Trade and religious conflict influence the development of empires

and kingdoms EX: State and local governments have a relationship similar to national

and state governments. Level 2:

increase in use of concepts, moves away from specific content EX: Contact with other cultures influences empires and kingdoms. EX: Relationships between different levels of government are loosely

defined by documents describing their roles. Level 3

relies heavily on conceptual understanding can be generalized across a domain EX: next slide

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Enduring Understanding ExampleLevel 3

Students will understand that movement of ideas, people, and culture (through trade and religious conflicts) have both positive and negative impacts on the development of societies.

Trade networks Crusades Expansion of Christianity, Islam

Students will understand that distribution of power in government is a result of existing documents and laws combined with contemporary values and beliefs.

US, GA Constitutions and their interpretations Jurisdiction of state and federal courts Relationship of national/state and state/local

Can be generalized widely across the domain

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Which are Enduring Understandings? The American Revolution produced a change

in society. Conflict produces change. Ethnic groups in the United States have

developed social organizations. Migration of western culture to Asia has

produced changes to eastern culture.

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Group activity

Write at least 2 Enduring Understandings for your unit

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How is the concept/theme tied to the content standard?

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What is an Essential Question? H. Lynn Erickson

Specific, open-ended, thought provoking questions that probe the factual and conceptual levels of understanding (p.164)

Learning Focused Schools (Thompson) Generally related to the specific learning

objectives of a lesson Can be answered by students with instruction

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What is an Essential Question? Wiggins and McTighe

Represent a big idea that has enduring value beyond the classroom

Reside at the heart of the discipline (doing the subject) Offer potential for engaging students

Essential Question Rubric EQ’s get to the heart of a particular enduring

understanding Help students relate the factual knowledge to the

concepts in the unit May or may not have a correct answer

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Developing Essential Questions Characteristics

Examine how (process) and why (cause and effect) Use language appropriate to students Sequence so they lead naturally from one to another May or may not have one answer or a “right” answer Consider Bloom’s taxonomy, Webb’s Depth of

Knowledge in developing Come in two forms

Broad/Overarching Unit/Content Specific

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Essential Questions Broad, overarching.

Go to heart of discipline

Re-occur naturally in the discipline

May not have a right answer

Raise other important questions

Guiding Sub-questions Related to specific

aspects of content Frame specific set of

lessons or unit May be answered as

result of lesson, May not have a “right”

answer

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Example of Broad EQs EU: Students will understand that movement of

ideas, people, and culture (through trade and religious conflicts) have both positive and negative impacts on the development of societies.

Possible Broad EQs To what extent have the positive impacts of

cultural interactions outweighed the negative impacts to the cultures involved?

To what extent do trade and religious conflict influence cultural development?

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Example of Guiding Sub-Questions EU: Students will understand that movement of

ideas, people, and culture (through trade and religious conflicts) have both positive and negative impacts on the development of societies.

Possible guiding sub-questions How did the Muslim empires influence

religion, law, and arts as their empires expanded?

How did increased cross-cultural contact affect cities and towns in European medieval society?

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Example of Broad EQs EU: Students will understand that distribution of

power in government is a result of existing documents and laws combined with contemporary values and beliefs.

Possible Broad EQ Why is it important to consider

contemporary values and beliefs when analyzing laws and historical documents?

To what extent is distribution of power in a Nation related to its structure of government?

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Example of Guiding Sub-Questions EU: Students will understand that distribution of

power in government is a result of existing documents and laws combined with contemporary

values and beliefs. Possible guiding sub-questions

What are the arguments on each side of the current federalism debate?

How have values and beliefs about federalism changed over time in America?

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Group activity

Using the Enduring Understandings you just developed, write 2 BROAD Essential Questions and 2 guiding sub-questions for the unit. Remember the difference between broad EQ’s

and guiding sub-questions. Do not always have a single answer.

Remember to base your Essential Questions on your ENDURING UNDERSTANDING!

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Enduring Understandings and Unit Essential Questions – 6th Grade

Exploration occurs because of the desire for wealth.

How did the explorers contribute to the development of Europe? What motivates people to take great risk to explore unknown territory? What was the impact of exploration on Europe?

Physical location influences how people live and how nations develop.

How did Europe’s location contribute to its development? How did England, France, and the Netherlands develop extensive colonial empires? How can geographic features be a hindrance or help to a region’s economic

development?

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Enduring Understandings and Unit Essential Questions – U.S. History The movement of people, ideas and goods have a profound influence on a

society. How did the arrival of European settlers on the east coast of North America impact the Native Americans? What was the impact of slavery on the development of Colonial America? How did American colonies come to be wealthy in the later colonial period?

Colonies frequently develop a social and political system different from their mother country.

How was each colonial region a reflection of its colonists? How have the colonial ideas of civil liberties and rights changed over time?

Nations build upon compromise and conflict. Why was America’s idea of representative government different from the English idea?

Democracies build upon the ideas of individualism and reform. How did religion play a role in creating the American character? Why was Benjamin Franklin an example of social mobility and individualism? How was the Great Awakening more than a revival?

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Balanced Assessments

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GPS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements













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Select standards from among those students need to know

Design an assessment through which students will have an opportunity to demonstrate those things

Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn

Use data from assessment to give feedback, reteach or move to next level

Select a topic from the curriculum

Design instructional activities

Design and give an assessment

Give grade or feedback

Move onto new topic

Standards-based Practice Traditional Practice

The Process of Instructional PlanningThe Process of Instructional Planning

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Assessment for Learning

Assessment for Learning is the process of

seeking and interpreting evidence for use

by learners and their teachers to decide

where the learners are in their learning,

where they need to go and how to best

get there.

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What is assessment for learning? Part of effective planning. Focuses on how students learn. Is central to classroom practice. Is sensitive and constructive. Fosters motivation. Promotes understanding of goals and criteria.

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Small group discussion:What has to happen?

“…if assessment is not working effectively in our classrooms every day, then assessment at all other levels (district, state, national, or

international) represents a complete waste of time and money.” Stiggins, 1999

If you know what a student must understand, how do you check to see if that student understands?

What evidence will you use to evaluate the level of understanding?

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Purpose of Assessment

Do students know? Are they able to complete processes and demonstrate skills? Do they understand?

How well do students know? How well are they able to complete processes and demonstrate skills? How well do they understand?

What do students not know? What are they not yet able to do? What don’t they understand?

What do I need to re-teach? What is my next step in planning instruction?

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Purpose of Assessment

Assessments need to have a clear purpose and be attached to a standard or enduring understanding

Be wary of “cute” or “fun” projects that lack the necessary elements of a true assessment and take large chunks of time

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Developing a Balanced Assessment Plan Done in Stage 2 of unit planning Helps focus student learning Assessments should be used regularly

throughout unit, not just at the end Assessment should be varied

Formal and informal assessments. Formative and summative assessments.

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Importance of “Balanced” Assessment Formal

Students know they are being assessed Tests, essays, quizzes, projects with rubrics Norm-referenced OR Criterion-referenced

Informal Students may not know they are being assessed Dialogue with students, peer conversations,

journal entries Need to use both and use data to guide

teaching/planning

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Importance of “Balanced” Assessment Formative (assessment FOR learning)

Important to assess as you teach Assessment “for” learning Remember, trying to uncover misconceptions and

prior knowledge Summative (assessment OF learning)

Testing skills/factual knowledge End product

Need to use both and use data to guide teaching/planning

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The Difference -

Assessment for Learning – Promotes student achievement during the

learning process. Involves students in assessing their own learning.

Assessment of Learning – Reporting and accountability. Sorts students for programs.

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Brainstorming Activity

Take 2 minutes to write down ANY form of formative and summative assessment that comes to mind

Give one/Get one activity Compare list with others Give one of your assessment types to partner and get one

from them Goal is to get a big list of assessment types to pull

from

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Observation Dialogue and Discussion

Selected Response

Constructed Response

Self-Assessment

• Observing Group work• Rating Scale• Issue Barometers• Journals• Peer Review

• Conversations for learning• Conferences• Socratic method• Interviews

• Multiple Choice Test• True-False• Matching

• Fill in the blank• Essay• Short answer• Diagrams• Concept map• Graphing• Illustration

• Process description• Thinking aloud • Peer Review• Self-assessing rubrics

Social Studies Social Studies Assessments PlanAssessments Plan

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“Feedback to any pupil should be about the particular

qualities of his or her work, with advice on what he or she

can do to improve, and should avoid comparisons with

other pupils.”

Paul Black and Dylan William

Kings College

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If we only give summative assessments with

short answer or multiple choice, how do we

help students to improve other than by saying

“study harder”?

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Self Evaluation of Assessment Self Evaluation of Assessment PlanPlan What type of evidence is required to assess the

standard? (e.g., recall of knowledge, understanding of content, ability to demonstrate process, thinking, reasoning, or communication skills)

What assessment method will provide the type of evidence needed?

Will the assessment method provide enough evidence to determine whether students have met the standard?

Is the task developmentally appropriate? Will the assessments provide students with various

options for showing what they know?

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Balanced Assessment Plan Use the units you worked on today outline a

balanced assessment plan Balanced Assessment matrix

Look at the overall unit What are ways you could assess knowledge, skills,

understandings? Use the chart from earlier List ideas on how you could assess your unit both for and

of learning. Place them on the chart. DO NOT TRY TO WRITE A PERFORMANCE TASK

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Stage 2: Determine Appropriate AssessmentsGrade Level/Subject___American Government_____ Unit Focus: ______America’s Federal System_____

Observation Dialogue and Discussion

Selected Response

Constructed Response

Self-Assessment

• Listening to peer conversations about how power is divided

• Journal entry on how government impacts their lives

• Socratic seminar on court cases relating to federalism issues

• Matching quiz where students are given a list of powers and asked to match them to the appropriate level of government

• Multiple choice quiz on comparisons between the US and GA Constitutions

• Flow chart demonstrating direction of power on certain issues

•Students will role play a three way conversation between a mayor, governor, and senator on a particular issue

• Students explain to another student how power is divided in several areas

• Students are given a federalism puzzle and when they get to a piece they can not place, they are to write the statement on a sheet of paper

Social Studies Social Studies Assessments PlanAssessments Plan

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Student Self Assessment

“For formative assessment to be productive,

students should be trained in self-assessment

so that they can understand the main purposes

of their learning and thereby grasp what they

need in order to achieve.”

Black and William

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Research (Black and William) shows that when

students are given only a grade, they compare

themselves with each other. When they are

given comments only, they see this as an effort

to help them to improve. The students who

get the comments only, out-perform the students

who get the grade only.

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