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Social studies 2 8-12

Social studies 2 8-12



Vertical Alignment (Social Studies)

Vertical Alignment (Social Studies)



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    Social studies 2 8-12 Social studies 2 8-12 Presentation Transcript

    • Vertical Alignment Professional Development February 8, 2012 Northern 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 ofinstruction and assessments to ensure that course expectations (2012-2013) areappropriately 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 2.H.1.3. Compare variousK.H.1.3. Explain 1.H.1.3. Explain interpretations of the impact of why national the same timehow life events holidays are period using bring change celebrated evidence such as photographs and interviews.
    • 4.H.1.4. Analyze 5.H.2.13.H.2.2. Explain North Carolina’s Summarize the how multiple role in major contributions ofperspectives are conflicts and the “Founding portrayed wars from the Fathers” to the through Pre-Colonial development of historical period through our country. narratives. Reconstruction.
    • 8.H.3.4.Compare 6.H.2.3. Explain historical and how innovation 7.H.2.4.Analyze contemporaryand/or technology the economic, issues to transformed political, and understandcivilizations, socie social impacts continuity and ties and regions of change in the over time disease development of North Carolina and the United States.
    • AH1.H.8.3. Evaluate the AH2.H.5.1.Summarize extent to which how the WH.2.5.Analyze philosophical, ideologicthe development a variety of al and/or religious and growth of groups and views on freedom andmajor Eastern and individuals have equality contributed toWestern religions had opportunity the development of to attain their American political and perception of economic systems since Reconstruction the “American Dream” through Reconstruction
    • HOW DID YOUR GROUP DO? Discuss your reactions and any misconceptions that you/your group may have had.
    • The Current DilemmaInch-deep Lengthy coverage reviewRe-teaching Definitionat next level of insanity
    • The Solution VERTICAL ALIGNMENT Establishing and/or recognizing the scope and sequence of course content to ensure…DAILY instructional An appropriate Unnecessary activities/lessons amount of time is repetitions areare aligned to state devoted to removed standards instruction Gaps are Assessments are indentified appropriate (Cohen, 1987; English & Steffy, 2001; Moss-Mitchell, 1998; Neidermeyer & Yelon, 1981; Porter et al., 1994; Porter & Smithson, 2001; Price-Braugh, 1997; Wishnick, 1989)
    • 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
    • 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
    • Power Standards Refer back to the fourth question onCourse Reflection sheet – “What do youwish you could give your students more of?” Your response to that prompt wereprobably items considered as “power standards”
    • Not intended to undermine CCSS/NCES Power Standards Emphasis on are… “those standards that, once Idealism enduring vs. Realismunderstanding mastered, give a student the ability to use reasoning and thinking skills to learn and understand other Marzano’s Prioritization Instructional curriculum NOT Strategies objectives Elimination
    • Power Standards CriteriaPower 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
    • 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’sprofessional development session: •Return to the 1:1 Professional Development VCS Moodle http://moodle.vcs.k12.nc/moodle •Under the EVALUATION topic, select “Professional Development *Hard copies are available for those without (Feb. 8, 2012) EVALUATION” 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  Selectthe document that you wish to view Return to Activity