social studies 2 8-12
DESCRIPTION
Vertical Alignment (Social Studies)TRANSCRIPT
Vertical AlignmentProfessional Development
February 8, 2012Northern Vance High School
*Please sit with teachers of the same
content area as you.*
Where We’ve Been
Introduction to Common Core/NC Essential Standards
Changes in specific course objectives
Use of Bloom’s Taxonomy
Five Strands
Conceptual Focus
What’s Next
Today’s Purpose
To explore the vertical alignment of
instruction and assessments to ensure that
course expectations (2012-2013) are
appropriately aligned to Common Core/NC
Essential state standards.
Activity: Building a Map
• In two separate groups,
remove the content of the
envelope and place them
on the table so that all
members can read its statements
• Discuss what statements should be learned
and/or mastered at each grade band (K-2,
3-5, 6-8 and 9-12) in regards to the History
Strand
Activity: Building a Map
• Have one group member keep notes of the
conversations and/or questions that arise
• Once a group consensus has been
made, arrange them on the table under the
appropriate grade band
• Make note of how one statement may
contribute to the understanding of another
Activity: Building a Map
• Have a group member share out the group’s
progression map and discussions with the
whole group
Compare your maps to the NC Social Studies
Essential Standards
K.H.1.3. Explain
the impact of
how life events
bring change
1.H.1.3. Explain
why national
holidays are
celebrated
2.H.1.3. Compare
various
interpretations of
the same time
period using
evidence such
as
photographs and
interviews.
3.H.2.2. Explain
how multiple
perspectives are
portrayed
through
historical
narratives.
4.H.1.4. Analyze
North Carolina’s
role in major
conflicts and
wars from the
Pre-Colonial
period through
Reconstruction.
5.H.2.1
Summarize the
contributions of
the “Founding
Fathers” to the
development of
our country.
6.H.2.3. Explain
how innovation
and/or technology
transformed
civilizations, socie
ties and regions
over time
7.H.2.4.Analyze
the economic,
political, and
social impacts
of
disease
8.H.3.4.Compare
historical and
contemporary
issues to
understand
continuity and
change in the
development of
North Carolina
and the United
States.
WH.2.5.Analyze
the development
and growth of
major Eastern and
Western religions
AH1.H.8.3.
Evaluate the
extent to which
a variety of
groups and
individuals have
had opportunity
to attain their
perception of
the “American
Dream” through
Reconstruction
AH2.H.5.1.Summarize
how the
philosophical, ideologic
al and/or religious
views on freedom and
equality contributed to
the development of
American political and
economic systems
since Reconstruction
HOW DID YOUR GROUP DO?
Discuss your reactions and any
misconceptions that you/your
group may have had.
Inch-deep
coverageLengthy
review
Definition
of insanity
Re-teaching
at next level
The Current Dilemma
DAILY instructional
activities/lessons
are aligned to state
standards
The Solution
(Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994;
Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989)
VERTICAL ALIGNMENTEstablishing and/or recognizing the scope and sequence of
course content to ensure…
An appropriate
amount of time is
devoted to
instruction
Unnecessary
repetitions are
removed
Gaps are
indentified
Assessments are
appropriate
Activity: Course Reflection
• Independently answer the four reflection
questions on the front side of the handout
provided
• Share your responses with members of your
content area
Common Core/NC Essential Standards
Correlation
• On the back side of the handout provided, complete
the first three columns based on your input on the front
side
• For the Common Core/NC Essential Standards
Correlation column, search your new standards for
those major concepts/skills; provide the objective
number and a brief description of all occurrences
Click here for instructions on accessing your standards
PLEASE PAY CLOSE ATTENTION TO THE DETAILS
AND VOCABULARY OF THE STANDARDS; not
intended to be new wording for old ways of doing
things!
Common Core/NC Essential Standards
Correlation cont.• Share your table with members of your content area
• Have one member compile an electronic group response;
upload it to the Moodle forum Major Course Concepts (click here for instructions)
• Have a whole-group discussion on the common/major
ideas Things to Discuss (should include but not limited to):
Concepts/Skills learned at lower levels that should lend
themselves to major concepts in upper levels
Any repetition of course concepts/skills
The amount of time spent on concepts/skills identified as
strengths and weaknesses
What topics/skills are nice to know as opposed to what is
essential?
Power Standards
Refer back to the fourth question on
Course Reflection sheet – “What do you
wish you could give your students more
of?”
Your response to that prompt were
probably items considered as “power
standards”
Power Standards
are… “those
standards that, once
mastered, give a
student the ability to
use reasoning and
thinking skills to
learn and
understand other
curriculum
objectives
Not intended
to undermine
CCSS/NCES
Idealism
vs. Realism
Prioritization
NOT
Elimination
Marzano’s
Instructional
Strategies
Emphasis on
enduring
understanding
Power Standards Criteria
Power Standards help teachers focus and prioritize what is
most important for students to know and be able to do in
the time available for teaching and learning. Three
criteria of PS:
Readiness for Further Study: Students should have an
opportunity to master skills, concepts and processes that
will provide the necessary foundation for being
successful in their studies.
Leverage: Students should study skills, concepts and
processes that have wide applicability to other areas of
study.
Endurance: Students should study skills, concepts and
processes that they will likely draw on throughout their
lives.
What are YOUR Power Standards?
What will you provide your students with to ensure
success – in your class, in their next level class and
so on (leverage, readiness for next levels of
learning), in life (endurance), and on your final/state
exam
under the new curriculum?
Post your response on the Moodle discussion
forum Power Standards; we will refer to
these standards along with our major concepts
in our next session
Where We’re Going
On next/last early release session will be on
Wednesday, March 21 at Northern
We will begin Unit/Assessment Planning and
Locating Resources
There will be two days of Common Core/NC
Essential Standards training for core teachers
this summer – Dates TBA
Before you GO…
To submit an evaluation on today’s
professional development session:
•Return to the 1:1 Professional
Development VCS Moodle
http://moodle.vcs.k12.nc/moodle
•Under the EVALUATION
topic, select
“Professional Development
(Feb. 8, 2012) EVALUATION”
*Hard copies are available
for those without
laptops/internet
connection
Instructions Go to the VCS Moodle site
Click on Instructional Technology from the Course
Categories
Click on 1:1 Professional Development VCS
Under today’s section, open the Word document Major
Course Concept
Complete the table based on the input provided by your
group members; SAVE the document
Return to the Moodle and attach the file to the forum Major
Course Concept Return to Activity
Locating YOUR Standards Go to the VCS Moodle site
Click on Instructional Technology from the Course
Categories
Click on Common
Core & NC Essential
Standards
Locate your
content area
Select the
document that
you wish to viewReturn to Activity