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  • Trainer Notes These notes accompany each slide to assist you with your presentation. Show this slide as participants gather.
  • Trainer Notes These goals are provided to inform participants about the overall character of the World History and World Geography TEKS Tools. Either go through the goals swiftly to simply set the stage for examining the content of the TEKS Tool, or invite discussion about those goals that are of particular interest or concern to the audience.
  • Trainer Notes
  • Trainer Notes
  • Trainer Notes The purpose of this activity is to have participants derive and share ideas about how they make decisions for their classrooms using data. Materials Pages 1 and 2 in the “Making Data-Driven Decisions” Section Procedure Individually, answer this question in the cloud on page 1. Time for this activity: about 5 minutes
  • Trainer Notes Materials Page 1 of the “Making Data-Driven Decisions” Section Procedure Answer the questions in the boxes for “Experience,” “Research,” and “Data.” Stress the importance of all three of these in decision making.
  • Trainer Notes The purpose of this activity is to have participants reflect on different data sources which may be of value to them as they make curricular, instruction, and assessment decisions for their classrooms. Materials Page 2 of the “Making Data-Driven Decisions” Section Procedure Fill in the information individually. Share in small groups. Share in the large group. Time for this activity: about 5 minutes
  • Trainer Notes Use this slide for reference to the first 19 pages of the “Relating TEKS and TAAS” section.
  • Trainer Notes The purpose of this activity is to have participants examine the similarity between the World Geography and World History TEKS. Materials Pages 20 and 21 of the “Relating TEKS and TAAS” Section World Geography and World History TEKS in the “Appendix for Instruction” section Procedure Individually, list the similarities. Share in pairs. Discuss with the whole group stressing the similarities. Time for this activity: about 10 minutes
  • Trainer Notes The purpose for this activity is for participants to examine similarities among World History, World Geography, and Grade 8 TEKS. Materials Page 22 of the “Relating TEKS and TAAS” section World History, World Geography, and Grade 8 Social Studies TEKS in the “Appendix for Instruction.” Procedure Individually list similarities among World History, World Geography, and Grade 8 Social Studies TEKS. Time for this activity: about 5 minutes
  • Trainer Notes Procedure Share in pairs. Discuss in the whole group stressing the similarities.
  • Trainer Notes The purpose of this activity is for participants to examine the relationship between the Social Studies TEKS and the Social Studies TAAS II Objectives. Materials TAAS II Objectives on page 2 of the “Relating TEKS and TAAS” Section Chart paper Markers Procedure In small groups create on chart paper a comparison showing the intersection of TAAS II Objectives and the TEKS for World Geography and World History. Represent group work on chart paper. Share with the whole group. Time for this activity: about 10 minutes
  • Trainer Notes Procedure The whole group discusses these questions. Stress the message of the caution sign on page 25 of the “Relating TEKS and TAAS” Section: Planning is important!
  • Trainer Notes Procedure Answer in the whole group.
  • Trainer Notes The purpose of this activity is for participants to examine the importance of prerequisite knowledge and skills. Materials “ Skyscraper” chart on page 27 of the “Relating TEKS and TAAS” Section Post-it notes Social Studies TEKS Procedure Each group selects one topic at their intersection. People in the group select a grade level (K-7) and examine that grade’s TEKS for prerequisite knowledge and skills necessary for studying that topic in World Geography, World History, and Grade 8 Social Studies. List each prerequisite on sticky notes and place the notes on the skyscraper chart. Time for this activity: about 10 minutes
  • Trainer Notes Procedure Small groups shares their findings with the whole group. Stress the importance of students having opportunities to learn in the elementary and middle grades.
  • Trainer Notes Procedure Inform the participants that the Sears Tower has a foundation that is one mile long. Reinforce the importance of a solid social studies foundation for all students.
  • Trainer Notes The purpose of this activity is for participants to brainstorm ideas of effective curriculum, instruction, and assessment. Materials Pages 1, 2, 3, 4 in the “Designing and Aligning Learning and Assessment” Section Procedure Answer the questions on the slide in the whole group. Individually, list the curriculum characteristics on the charts provided. Share in pairs. Time for this activity: about 10 minutes
  • Trainer Notes Procedure In pairs, list characteristics on page 5 of the “Designing and Aligning Learning and Assessment” Section Share with the whole group. Stress the importance of curriculum, instruction, and assessment as a unit, not separate entities.
  • Trainer Notes The purpose of this activity is to have participants reflect on what constitutes quality curriculum, instruction, and assessment. Procedure Have participants follow the directions on the slide.
  • Trainer Notes Materials Page 6 of the “Designing and Aligning Learning and Assessment” Section Procedure Have participants compare their list of criteria to the list on the slide. Discuss the criteria in the whole group.
  • Trainer Notes The purpose of this activity is to have participants use their curriculum, instruction, and assessment criteria to evaluate sample lessons. Materials “ What’s Wrong with this Picture?” on page 7 of the “Designing and Aligning Learning and Assessment” Section Procedure Individually, evaluate the two examples. Share in small groups. Time for this activity: about 5 minutes
  • Trainer Notes The purpose of this activity is to have participants further utilize their C-I-A criteria. Materials “ Evaluating Examples” chart on page 8 of the “Designing and Aligning Learning and Assessment” Section “ A Tiny Flea” lesson in the “Appendix for Learning” Procedure Using page 9, record thoughts on the lesson. Share in small groups. Time for this activity: about 10 minutes
  • Trainer Notes Materials “ Filling in the Gaps” on page 10 in the “Designing and Aligning Learning and Assessment” Section. Procedure Briefly orient participants to resources that might be helpful for future use.
  • Trainer Notes Filling in the Gaps, continued Materials “ Filling in the Gaps” on page 10 in the “Designing and Aligning Learning and Assessment” Section. Procedure Briefly orient participants to resources that might be helpful for future use.
  • Trainer Notes The purpose of this slide is to help participants review effective curriculum, instruction, and assessment. Materials “ Building for Success” on page 11 of the “Designing and Aligning Learning and Assessment” Section Procedure Use this slide the concept of effective curriculum, instruction, and assessment.
  • Trainer Notes Procedure Read the questions and answer the questions individually as a reflection. Discuss planning as a whole group.
  • Trainer Notes Review the Compass by having participants identify parts of the compass that related to the concepts presented in the World History and World Geography TEKS Tool.

Whwg Whwg Presentation Transcript

    • studies
    TEKS Tool: World History and World Geography WELCOME!!! to World History and World Geography: Connecting Concepts!!! Overview and Rationale
    • Use data to make decisions about  the effectiveness of social studies  curriculum, instruction, and  assessment, and their alignment.
    • Identify common or similar TEKS in  Grade 8, World Geography Studies,  and World History Studies.
    TEKS Tool: World History and World Geography Overview and Rationale World History and World Geography Goals
    • Compare the common/similar TEKS for  Grade 8, World Geography Studies, and  World History Studies to the TAAS II  objectives.
    • Identify characteristics of effective  curriculum, instruction, and assessment,  as well as characteristics of the  effective alignment of these three  elements of an instructional system.
    TEKS Tool: World History and World Geography Overview and Rationale World History and World Geography Goals
    •   Outline strategies to help students  master TEKS that might be included in  the TAAS II social studies  examinations.
    • Develop an example of an instructional  sequence that focuses on both the  common TEKS for World History and  World Geography and the TAAS II  objectives.
    TEKS Tool: World History and World Geography Overview and Rationale World History and World Geography Goals
    • How do you make decisions about the effectiveness of curriculum, instruction, and assessment in your classroom?
    TEKS Tool: World History and World Geography Making Data-Driven Decisions Making Decisions Using Data
    • What role does experience play in  your decisions?
    • What role does research play in   your decisions?
    • What role does data play in your  decisions?
    TEKS Tool: World History and World Geography Making Data-Driven Decisions Making Decisions Using Data
    • You worked through the Data  Driven Decision-Making  TEKS Tool?
    • What data sources would you  use now?
    TEKS Tool: World History and World Geography Making Data-Driven Decisions Remember when...
    • We will examine U. S. History End- of-Course Exam, TAAS, and TAAS  II Objectives and determine their  relationships to the Social Studies  TEKS.
    TEKS Tool: World History and World Geography Relating TEKS and TAAS Overview
    • Read through the TEKS for World  Geography Studies and World  History Studies.
    • Make a list of those TEKS that are  common or similar for the World  Geography Studies and the World  History Studies courses.
    TEKS Tool: World History and World Geography Relating TEKS and TAAS Examining the TEKS
    • Now read through the TEKS for Grade 8  U.S. History. Are there any TEKS in this  course that are also similar to those   shared by World Geography Studies  and World History Studies?
    TEKS Tool: World History and World Geography Relating TEKS and TAAS Examining the TEKS
    • Compare your results with those of your  colleagues.
    • What common/similar TEKS did you  find?
    • What does this mean for curriculum?
    TEKS Tool: World History and World Geography Relating TEKS and TAAS Examining the TEKS
    • Examine the TAAS II objectives.
    • Around what themes or concepts  do the TEKS intersect with the  TAAS II objectives?
    TEKS Tool: World History and World Geography Relating TEKS and TAAS Looking at TAAS II Objectives
    •   What themes, topics, and concepts  must be included in the curriculum to  prepare students for the TAAS II exam?
    • What skills must be included in the  curriculum to prepare students for the  TAAS II exam?
    TEKS Tool: World History and World Geography Relating TEKS and TAAS Intersection of the common/similar TEKS with the TAAS II objectives
    • What knowledge is a necessary  prerequisite for students to learn  the curriculum?
    • What skills are a necessary  prerequisite for students to learn  the curriculum?
    TEKS Tool: World History and World Geography Relating TEKS and TAAS Looking Back
    • When do students learn the prerequisite  knowledge and skills?
    • Select a topic at the intersection of the  TEKS and the TAAS II objectives.
    • Search for prerequisite knowledge and  skills across the grades.
    TEKS Tool: World History and World Geography Relating TEKS and TAAS Treasure Hunt
    • In which grade levels were  prerequisite knowledge and skills  found?
    • What does this suggest about the  importance of the social studies  curriculum in the elementary and  middle grades?
    TEKS Tool: World History and World Geography Relating TEKS and TAAS The Importance of a K-12 Social Studies Curriculum
  • Curriculum is like a skyscraper . It takes a solid foundation to reach the highest levels.
    • What are indicators of effective  curriculum?
    • What are indicators of effective  instruction?
    • What are indicators of effective  assessment?
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Effective Curriculum, Instruction, and Assessment
    • Why is it necessary to look at  curriculum, instruction, and  assessment together?
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment A Look at the Big Picture
    • What criteria would you use  to evaluate a C-I-A system?
    • Make a list.
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Evaluating C-I-A
    • Curriculum is TEKS based.
    • Instructional strategies are appropriate  to the type of knowledge or skills being  taught.
    • Assessment is frequent and is  performance based.
    • Curriculum, instruction, and  assessment are tightly coupled.
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Sample Criteria
    • Using your criteria, evaluate the two  examples of the teachers’  performances in “What’s Wrong with  this Picture?”
    • Which was the better of the two?    Why?
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Evaluating Examples
    • Examine the lesson “A Tiny Flea is  a World Affair.”
    • Use your criteria for effective  curriculum, instruction, and  assessment to determine what  you like about the lesson and  what you would change.
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Examining a Lesson
    • Using the Texas Social  Studies Framework K-12
    • Using the Texas Social  Studies Toolkit (CD ROM)
    • Social Studies Center Website
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Filling in the Gaps
    • SSC TEKS Tools
    • PDAS
    • Five Models of Staff  Development
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Filling in the Gaps
    • Stage 1: Identify desired results of  instruction.
    • Stage 2: Determine evidence to judge  whether results were achieved and how  well they were achieved.
    • Stage 3: Plan learning experiences and  instruction.
    • Stage 4: Evaluate the system and use  the results to plan improvements.
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Constructing Examples of a C-I-A System
    • What do you need to do in your  room,  your school, your district?
    • How will you accomplish your  work?
    • What resources do you need?
    • What is your schedule?
    TEKS Tool: World History and World Geography Designing and Aligning Learning and Assessment Planning Your Work
  • Student Success Data Driven Decisions TEKS Based Curriculum A Social Studies Compass: Setting Directions for Success TAAS Objectives Across the Grades Effective Learning Designs Well-aligned Assessments Appropriate Strategies Appropriate Staff Development Evaluation of Programs Active Learning Collaboration Real World Experiences Relevant Applications