Preparing Section II: Instructional Materials & Methods Of The Honors

Portfolio For Social Studies

The Honors Level Course Implementation Process Is An LEA

ProcessLocally Controlled Locally Determined Local Decisions Local Approval

Locally Controlled Locally Determined Local Decisions Local Approval

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This Webinar Has Been Developed With Two Goals In Mind:

1. To increase the social studies educators’ knowledge and understanding of the components that must be addressed and included in the North Carolina honors portfolio as outlined in the Honors Implementation Guide, and why.

This webinar will focus on Section II: Instructional Materials & Methods

Purpose Of The Webinar

The Implementation GuideThe Honors Level Course Rubric And The Honors Implementation Guide Will Serve As A Framework To Guide Teachers, Principals, And Local Education Agencies In Developing And Locally Reviewing Honors Level Courses.

The Rubric Template IS The Implementation

Guide & The Exemplar. USE IT!

SOCIAL STUDIES HOORS WIKI - http://honorsimplementation.ncdpi.wikispaces.net/SOCIAL+STUDIES+HONORS+SUPPORT+WIKI

Structure and Content of The Honors Portfolio

The Honors Portfolio contains three (3) sections:

1. Curriculum Content

2. Instructional Materials and Methods

3. Assessment

0

Section I

Section IISection

III

Section I

Section II

Section III

Instructional Materials & Instructional Methods

Section II of the rubric has four (4) areas of focus:

1. Teacher Rationale for Instructional Materials & Instructional Methods To Be Used

2. Instructional Materials and Instructional Method(s) To Be Used

3. Samples of Units, Lessons, Assignments To Be Given (Blank Sample Copies)

4. Samples of Student Work (Samples of Work Should Not Contain Student Names or Any Identifying Information)

Section II: Instructional Materials and Methods

KEY QUESTIONS:

Several Key Questions You Want to Focus On As You Develop Section II are…

• How is this honors level course taught?

• How and why are your choices of instructional methods effective in teaching advanced learners?

• How and why are your choices of instructional strategies appropriate for advanced learners?

Section II, Part 1 (Teacher Rationale for the Instructional Methods & Materials)

The Teacher Rationale for the Instructional Materials and Methods MUST Include:

A detailed narrative explaining “HOW” the choice of instructional materials and methods used in the honors course differentiate how the course is taught in greater depth and complexity from the standard level course.

Why has the teacher chosen certain methods for how they plan to teach the course (or particular portions of the course) to advanced learners?

What has educational research said about why the chosen method(s) is/are good methods for teaching advanced learners?

Why are the instructional practices that will be used the best for teaching this social studies course to advanced learners?

What instructional materials (for example, texts, virtual programs, documents, types of data sources, types of primary or secondary sources, and/or technologies) will be used in the course to differentiate how the content will be taught to advanced learners?

Why have some of the materials that will be used in this course been chosen for teaching advanced learners?

How will these materials be used to differentiate the teaching of the content standards in this honors level course?

IMPORTANT NOTE: The rationale should explain how the each point that is noted supports differentiation for advanced learners and how that differentiation will lead to the course being taught in greater depth and complexity. If the rationale does not do this then work on it until it does.

An Example Of Section II, Part 1 (Teacher Rationale)

Click To Download Exemplar Sample For Section II: Instructional Materials and Methods

Let The Research Help You When Thinking About Teaching Methods

Helpful Links to resources for ….

Instructional Methods:

•The Center for Teaching and Learning (UNC Charlotte) http://teaching.uncc.edu/learning-resources/articles-books/best-practice/instructional-methods/150-teaching-methods

•Teach – Make a Difference http://teach.com/what/teachers-teach/teaching-methods

•Pedagogy in Action the SERC portal for Educators http://serc.carleton.edu/sp/library/pedagogies.html

•Teacher Vision https://www.teachervision.com/teaching-methods/resource/5810.html

•Differentiating Instruction for Advanced Learning http://researchhighachievers.wicomico.wikispaces.net/file/view/AACPS+Differentiated.pdf

•What It Means To Teach Gifted Learners Well http://www.nagc.org/resources-publications/gifted-education-practices/what-it-means-teach-gifted-learners-well

What Do You Think?Which of these methods or materials can be used to extend student learning

into greater depth and complexity than in a standard level course?

The Answer Is… A thru N. (Any of these can be used in a standard and in an honors course. The key for using any of these in an honors course is “HOW” each is used to take the learning to greater depths and complexity for advanced learners.)

A. Complex NovelsB. Essay AssignmentsC. DBQ AssignmentsD. Research PapersE. Visits to Museums, Civic Meetings, University LecturesF. Oral Debates and SpeechesG. PresentationsH. Flexible GroupingI. Tiered AssignmentsJ. Learning StationsK. Independent StudyL. Project-Based Learning Experiences M. Problem-Solving OpportunitiesN. Digital Learning Experiences

Choose as many as you like.Type your one answer choice into the chat box.

Section II, Part 2 Listing of the Instructional Materials and Methods

(OPTIONAL) MAY BE INCLUDED IN YOUR

PORTFOLIO

A list of…• Instructional resources

• Equipment

• Types of technologies

Instructional Materials and Methods MUST Include:

Give a brief statement of how the materials and methods will be used to make the course go into greater depth and complexity.

•A list of instructional materials used to differentiate the honors course.

•A list of instructional methods used to differentiate the honors course.

•References to units, lessons, and assignments submitted in the following section (II.3 Sample Units, Lesson(s), and Assignments).

An Example Of Section II, Part 2 (Listing of the Instructional

Materials and Methods )

Click To Download Exemplar Sample For Section II: Instructional Materials and Methods

Section II, Part 3 Samples of Units, Lessons, and Assignments To Be Given

Sample Units, Lesson(s), and Assignments MUST Include:• One completed unit that has been listed in the semester/yearly unit plan

or the curriculum plan. The unit can be a concept-based unit or any type of curriculum unit

if you have not developed concept-based units.

NOTE: Anyone reading this portfolio must be able to go back to the unit plan or curriculum plan in section I and be able to see that it was listed as a unit

that will be taught in the course.

• One sample lesson plan at least one additional topic, if additional topics were listed in the Teacher Rationale and Standards and Objective sections of the portfolio. (Note that this is a change from the original directions in the Implementation Guide.)

• At least one assignment/learning experience that provides a detailed description of the evidence from one or more of the instructional strategies you listed in the Materials and Methods section outlined prior to this section.

EVIDENCE SUBMISSION NOTE: Part 3 requires evidence to be submitted. The teacher’s decisions of which sample unit, lessons, and assignments to submit MUST be submitted as separate attachments. DO NOT COPY AND PASTE YOUR UNIT, LESSONS, OR ASSIGNMENTS INTO THE TEMPLATE. EVIDENCE MUST BE SUBMITTED AS WORD OR PDF DOCUMENTS. NO HYPERLINKED WORK WILL BE REVIEWED.

An Example Of Section II, Part 3 (Samples of Units, Lessons, and

Assignments To Be Given )

Click To Download Exemplar Sample For Section II: Instructional Materials and Methods

Section II, Part 4 Samples of Student Work

Student Work Samples MUST Include:

• One or more student work samples for the assignment/learning experience that was listed in the Sample Units, Lesson(s), and Assignments section.

(Do Not Provide More Than Two For The State Submitted Portfolio.)

• One or more student work samples for each lesson plan that was listed in the Sample Units, Lesson(s), and Assignments section.

(Do Not Provide More Than Two For The State Submitted Portfolio.)

• One or more student work samples documenting student work in real world settings (this will be applicable if the teacher has indicated that students will participate in independent study, project-based learning, service learning or shadowing opportunities).

(Do Not Provide More Than Two For The State Submitted Portfolio.)

EVIDENCE SUBMISSION NOTE: Part 4 requires evidence of completed student work to be submitted. The teacher’s decisions of which samples of student work to submit MUST be submitted as separate attachments. DO NOT COPY AND PASTE SAMPLES OF STUDENT WORK INTO THE TEMPLATE. STUDENT WORK SAMPLES MUST BE SUBMITTED AS WORD OR PDF DOCUMENTS. NO HYPERLINKED WORK WILL BE REVIEWED.

An Example Of Section II, Part 4 (Samples of Student Work)

Click To Download Exemplar Sample For Section II: Instructional Materials and Methods

Course Choices vs. Portfolio Choices

I Will Be Helpful To Remember…

•The portfolio should provide evidence of how the honors level course surpasses the content, academic rigor, and assignments specified by the (N.C.S.C. O. S.) and show how it is taught in greater depth and complexity than the standard level course.

•It is critical that the portfolio writer be deliberate in the explanations/rationales, examples, evidences, etc. that are written into Section I because it is the foundation of the written portfolio.

Section II: Instructional Materials and Methods SHOULD ALIGN BACK TO Section I: Curriculum Content.

If it cannot be seen in Section I: Curriculum Content, then it should not be a part of the Methods and Materials section.

Sectio

n I

Sectio

n II

Sectio

n III

Course Choices Portfolio Choices

• Course Choices are choices the teacher makes about how to teach particular lessons for advanced learners and about the type of assignments given to advanced learners.

• Portfolio Choices are choices the teacher makes about which examples to use as evidence to give a snapshot of the many lessons and assignments that will be given to advanced learners throughout the course.

• Course Choices are made daily during the actual teaching of the course.

• Portfolio Choices are based on the few selections the teacher wants to use as supporting evidence for the requested components of the portfolio.

• Course Choices are for instructional purposes.

• Portfolio Choices are to show intent for the instruction and learning.

• Methods of Teaching

• Materials Used to Teach

• Strategies & Practices Used to Teach

• Units

• Lesson Plans

• Assignments

How will these methods and materials be used to teach the honors level

course in greater depth and complexity from the standard level

course?

Recapping Section II: Instructional Materials and

Methods

The focus of this section of the honors portfolio should be on showing “HOW” the honors level course will be taught.

The Next Webinar

Join us for Webinar #3 in which our focus will be on explaining the components of Section III:

Assessment.

Section I Section II Section III

A Key Question You Want to Focus On As You Develop Section III: Assessment is …

How will the topics, extensions, objectives, lessons, assignments, etc. be assessed for the advanced learner?

For Information On The Honors Implementation Process Contact:

For Social Studies Specific Questions…– Michelle McLaughlin michelle.mclaughlin@dpi.nc.gov

NCDPI Honors Committee Members– Anna FrostEnglish Language Arts\– Jami Inman, Science– Johannah Maynor, Mathematics– Michelle McLaughlin, Social Studies– Burt Jenkins, Healthful Living– Slater Mapp, K-12 Curriculum(Arts Education– Carol Short, Career & Technical Education– Deborah Seehorn, Career & Technical Education– Sneha Shah-Coltrane, AIG/IB Educational Programs– Dr. Robin McCoy, Academic and Instructional Services