social studies collaboration: special populations quarterly meeting 3 february 2015
TRANSCRIPT
Social Studies Collaboration: Special Populations
Quarterly Meeting 3February 2015
Opening Session• Words from Dr. Bice
• Plan 2020• Stay the Course• Graduation Rate 86% (4 Years ahead of schedule)• Prepared Graduate-College/Work Ready
• Absolutes• Standards-teach to standards• Clearly articulate curriculum• Align & implement curriculum-Road Map• Formative & summative assessments
• Objectives• Perform at or above proficiency and continuous improvement• All students succeed (Gap Closure)• All students graduate• All student prepared
Team Planning• Graduation Rates (GED program counts toward
graduation rate)• DCHS=93%• Keith=93%• SSHS=90%• State average=86%
• ACT Aspire (actaspire.pearson.com) password=actaspire• 10th graders will take ACT Aspire• Training manuals and item specs • Sample test
CCRS Quarterly Meeting #3 – Review
• Special Populations• Outcomes
• Integrate instruction Supports• Dimension 3-Rubric• Scaffold instruction
• Standards• 1.4 State content standards• 2.7 Supportive environment• 5.3 PLC
5
Prepared Graduate
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.
Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Session OutcomeParticipants will:• Understand how to effectively integrate appropriate
instructional supports to differentiate instruction with struggling learners, ELL, and special populations.
• Understand how to scaffold instruction in an explicit and systematic manner relying heavily on prior learning to help make connections to new information and skills.
• Co-create lessons from what has been learned.
ALABAMA QUALITY TEACHING STANDARDS1.4-Designs instructional activities based on state content standards
2.7-Creates learning activities that optimize each individual’s growth and achievement within a supportive environment
5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives
Who Do We Have In Our Classrooms?
Know your individual students.Have access to your special education and ESL teachers.
OUTCOME 1 Understand how to effectively integrate appropriate instructional supports to differentiate instruction with struggling learners, ELL, and special populations.
What Is Fair Isn't Always Equal
Are there times that we allow struggling students to do a representatively, yet limited subset of social studies questions or concepts than the rest of the class is doing in full just because it will take these struggling students longer to complete them?
What Is Fair Isn't Always Equal
1. Are we willing to teach in whatever way is necessary for students to learn best, even if that approach doesn’t match our own preferences?
2. Do we have the courage to do what works, not just what’s easiest? 3. Do we actively seek to understand our students’ knowledge, skills, and talents so we can
provide an appropriate match for their learning needs? And once we discover their strengths and weaknesses, do we actually adapt our instruction to respond to their needs?
4. Do we continually build a large and diverse repertoire of instructional strategies so we have more than one way to teach?
5. Do we organize our classrooms and our lessons for students’ learning or for our teaching?
6. Do we ceaselessly self-analyze and reflect on our lessons— searching for ways to improve?
7. Do we regularly close the gap between knowing what to do and really doing it?
Teachers Who Differentiate Instruction Regularly Ask Themselves These Questions:
From Differentiated Instruction for School Leaders, NASSP, 2010
Steps to Take Before Designing the Learning Experiences:
1. Identify your essential understandings, questions, benchmarks, objectives, skills, standards, and/or learner outcomes.
2. Identify your students with unique needs, and get an early look at what they will need in order to learn and achieve.
3. Design your formative and summative assessments. 4. Design and deliver your pre-assessments based on the summative assessments
and identified objectives. 5. Adjust assessments or objectives based on your further thinking discovered while
designing the assessments.6. Design the learning experiences for students based on pre-assessments, your
knowledge of your students, and your expertise with the curriculum, cognitive theory, and students at this stage of human development.
Quick Reference: Differentiated Lesson Planning Sequence
From Differentiated Instruction for School Leaders, NASSP, 2010
Helpful Resources We Will Use
• EQuIP Rubric, Dimension III• Curriculum Guide to the Alabama Course of Study: Social
Studies• Lesson Planning Tool• WIDA Performance Definitions/I Can Do Descriptors• Instructional Strategies Packets-Hand out During CCRS#3
Graphic
Curriculum GuideTo the Alabama Course of
Study__________________
Social StudiesGrades K-12
A Helpful Resource
http://www.alsde.edu/sec/ses/Curriculum%20Guides/cgsocialstudies.pdf
http://alex.state.al.us.
Lesson Phases Student Engagement Assess/EvaluateBefore Strategy/Engage________________________Activate Prior Knowledge; Build Background Knowledge; Generate Essential Questions; Make Predictions; Discuss Essential Vocabulary; Establish Purpose for Lesson; Other ___________________
Read, Write, Talk, Listen, and Investigate (100%)
During Strategy/Explore, Explain__________________________Interact with Content; Verify and Formulate Predictions; Self-Monitor Comprehension; Construct Graphic Organizers; Summarize Content; Use Mental Imagery; Integrate New Information with Prior Knowledge; Other __________________
Read, Write, Talk, Listen, and Investigate (100%)
After Strategy/Explain, Extend__________________________Reflect on Content of Lesson; Evaluate Predictions; Examine Essential Questions; Justify, Deliberate, and Evaluate Conclusions of Self and Others; Retell or Summarize; Demonstrate Proper Use and Understanding of Vocabulary; Other ___________________
Read, Write, Talk, Listen, and Investigate (100%)
Reminder of Lesson Planning and Phases of a Lesson
Understand how to scaffold instruction in an explicit and systematic manner relying heavily on prior learning to help make connections to new information and skills.
Outcome # 2
Reconstruction and Its Social ImpactMrs. Jenkins’ daily outcome, “Explain how social changes that occurred
during Reconstruction impacted the U.S.”
1. Let’s read the scenario of Mrs. Jenkins sixth grade class.2. After reading the scenario, discuss within your group the
content which is being taught and the strategies employed.
3. Let’s examine the Student Engagement and the Evaluation sections of the lesson plan.
4. Discuss in your group the following scenario:
Sixth grader Ambrosia is two grade levels behind in reading and she has a learning disability. How would you scaffold this lesson for this student?
Activity Directions for Reconstruction and Its Social Impact
a) Go through the Student Engagement column. Discuss within your group the question, “Can Ambrosia do each or any of these steps in the lesson?” If not, how would you modify to accommodate for her needs. b) Go through the Evaluation column. Discuss within your group how would the
teacher formatively assess to check for Ambrosia’s understanding.
Scenario of Student’s DescriptionsStudent 1 Specific learning disability in the area of reading
Reads well below grade levelLanguage processing difficulties
Student 2 AutismNonverbal, shy, introvertPerforms close to grade level
Student 3 Disruptive and off task behaviorsReads and comprehends below grade levelWritten expression is below grade level/peers
Student 4 Speaks limited English
Reconstruction and Its Social Impact
Directions for Co-Creating LessonsA. Think of the students you may teach at your school or in your
class. Choose two (2) students: maybe one with a cognitive disability and maybe one with a language barrier to apply all you have learned as you create a daily lesson.
B. Use the lesson plan template provided and the helpful resources we discussed earlier such as: the EQuIP Rubric (Dimension III), the Curriculum Guide, the WIDA Can Do Descriptors Handout, and the Accommodations lists provided as you plan your lesson with these students in mind.