Social studies literacy sfu july 4th 2013 slideshare

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  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
  • BK – Junior Program at Grade 9 will assume certain skills etc that are continuing to be developed from grade 8.
  • Nancy
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • JonathanLearning Intentions, Universal Designs for Learning, Backwards Design, Essential Questions, Enduring UnderstandingsWhatever way teachers choose to do it we are planning with the end mind.
  • Jonathan
  • Nancy
  • Nancy
  • Nancy
  • Nancy
  • Social studies literacy sfu july 4th 2013 slideshare

    1. 1. “Teaching is a vital and purposeful pursuit. We need to be working toward something and we need to know what that something is. Then we can consider how to best get there... I believe we should publish our goals and argue for their importance.” - Jeffrey D. Wilhelm
    2. 2. Presented by: Jonathan Vervaet @jonathanvervaet jonathanvervaet@gmail.c om Assessment and Literacy in the Secondary Social Studies Classroom Knowing my students as readers and thinkers…
    3. 3. “If students have not been told where they are going, it is unlikely that they will arrive.” – Shirley Clark
    4. 4. Learning Intentions • I can identify challenges faced by teachers of adolescents in the 21st Century. • I can highlight some key principles of the proficient readers research. • I can explain how performance based assessments can inform my instructional decisions. • I can begin to see how instructional and curriculum design can enhance student learning and literacy skills in the Social Studies discipline.
    5. 5. What does literacy look like for 21st Century Adolescents? What are the implications for teachers?
    6. 6. Necessity!!
    7. 7. Strategy: Mining for Gold
    8. 8. A/B Partner – Mining for Gold A – says what the most important idea was from the reading. B – asks “Why is that important?” A – answers and explains. B – again, asks “Why is that important?” Do this until A can synthesize thought to a single word or phrase; Repeat for partner B.
    9. 9. Proficient Readers Research Successful readers – regardless of age – are active, purposeful, strategic, and metacognitive.
    10. 10. Proficient Readers Research They construct meaning and learn from text by using cognitive strategies before, during, and after reading.
    11. 11. Instructional Design The 8 Cognitive Functions Good Readers Use
    12. 12. When meaning breaks down, proficient readers become cognizant of their performance limitations and strategically execute these cognitive processes to repair their comprehension problems. (Alexander & Jetton, 2000)
    13. 13. 1. Setting a purpose / Reading with purpose in mind 2. Activating background knowledge to enhance understanding 3. Monitoring comprehension and awareness of how to repair comprehension problems 4. Determining what’s important
    14. 14. 5. Making inferences and drawing conclusions 6. Visualizing mental images 7. Synthesizing and accurately summarizing information 8. Making connections What is the most important cognitive reading function for students?
    15. 15. 1. Setting a purpose / Reading with purpose in mind 2. Activating background knowledge to enhance understanding 3. Monitoring comprehension and awareness of how to repair comprehension problems 4. Determining what’s important 5. Making inferences and drawing conclusions 6. Visualizing mental images 7. Synthesizing and accurately summarizing
    16. 16. The Prescribed Learning Outcomes are the goals, not content coverage. Use the textbook as a resource, not the syllabus.
    17. 17. Deliberate use of Backward Design (UBD) for planning results in more clearly defined goals, more appropriate assessments and more purposeful teaching. Stages to Consider 1.Identify desired results. 2.Determine acceptable evidence. 3.Plan learning experiences and instruction.
    18. 18. Curriculum Mapping Learning Intentions – PLOs Big ideas / Enduring Understandings Essential Questions Concepts – Things to know Skills / Strategies Formative Assessments / Instructional Activities Summative Assessment(s) Resources
    19. 19. Curriculum Map Unit of Study Learning Intentions – PLOs Big Ideas / Enduring Understandings Essential ?s Concepts (What students need to know) Skills & Strategies Speaking and Listening: Reading and Viewing: Writing and Representing: Metacognition: Formative Assessments / Instructional Activities Summative Assessments Resources Adapted from Pulling Together: Integrating Inquiry, Assessment, and Instruction in Today's English Classroom by Leyton Schnellert, Mehjabeen Datoo, Krista Ediger, Joanne Panas
    20. 20. Success Criteria and the Use of Performance Standards
    21. 21. Reading Performance Standard Grade 2
    22. 22. Thinking Rubric: Grade 9 Assignment: Name: Aspect Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Meaning Purpose Ideas and information; use of details Purpose is unclear; unfocused. Details, examples and quotations are missing or are not clearly linked to topic. Purpose is clear; may lose focus. Accurate details, examples and quotations; may not clearly link to the purpose. Mainly summary and may rely on general knowledge or emotion. Purpose is clear; focus is kept throughout. Accurate details, examples and quotations clearly linked to topic with conclusions or opinions attempted. Purpose and focus are clear throughout the entire assignment. Details, examples and quotations are fully explained with logical conclusions or opinions. Connections / Conclusions Connections Conclusions Connections between ideas are missing or very weak. No conclusions attempted or arrived at. Connections between ideas are attempted, but weak / simplistic. Little or no attempt at conclusions about the topic. Makes clear connections between ideas beyond the obvious. Has attempted to come to conclusions about the topic. Can relate the topic to a broader idea or other situations. Makes meaningful and deep connections throughout. Has come to clear and concise conclusions about the topic Comments / Suggestions:
    23. 23. Summative Assessment Rubric: Athenian Democracy Is justice / freedom key for a society to be civilized? Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Snapshot Does not accomplish the basic task; may be flawed or incomplete. Ideas may be misinterpreted or overly simplistic. Accomplishes the purpose at a basic level with some gaps. Ideas are minimal and lack support. Accomplishes the purpose showing some complexity and maturity. Ideas are clear and well- developed . Exceeds the requirements of the task, showing complexity and maturity. Ideas are thoroughly developed, specific and economical. Meaning -Focus -Understand -Development - Specific details/support · Lacks focus and purpose · Minimal understanding of topic · Inadequate development · Some focus around a specific topic; purpose may be unclear · Basic understanding with minimal analysis · Development and support are evident but simplistic · Clearly focused around a specific purpose, audience · Understanding and analysis are generally evident · Tightly focused around a specific topic, purpose, audience · Interpretation and analysis demonstrate control and complexity Support -Detailed and specific information to support argument · Limited recall of factual content (lacks details/support) · May not be clearly linked to the topic · Minimal recall of support/details · References need further explanation. · Ideas are clearly developed and explained with appropriate support. · Ideas are thoroughly developed, strongly supported, well explained. I can describe the development of Athenian democracy and compare it to democracy in the present day. I can describe how Athenian democracy is a reflection of Athenian values. Comments:
    24. 24. Summative Assessment Rubric: The Russian Revolution Approaching Expectations Meeting Expectations Fully Meeting Expectations Exceeding Expectations Snapshot Does not accomplish the basic task; may be flawed or incomplete. Ideas may be misinterpreted or overly simplistic. Accomplishes the purpose at a basic level with some gaps. Ideas are minimal and lack support. Accomplishes the purpose showing some complexity and maturity. Ideas are clear and well- developed. Exceeds the requirements of the task, showing complexity and maturity. Ideas are thoroughly developed, specific and economical. Comprehension -Identify main ideas - Define key terms or phrases Struggles to identify some main ideas; skips over difficult parts; doesn’t define key terms or phrases. Identifies some main ideas, may skip over some parts; attempts to define some key terms or phrases. Clearly and accurately identifies most of the main ideas; defines most key terms or phrases. Accurately identifies the main ideas; defines all key terms and phrases. Makes logical connections to other key events in the Russian Revolution. Makes few or no connections to other key events in the Russian Revolution. Makes some connections to other key events in the Russian Revolution. Makes logical connections to other key events in the Russian Revolution. Makes insightful and original connections to other key events in the Russian Revolution. Comments:
    25. 25. Quick Scale: Reading Literature (Grades 10-12) Comments: Aspect Approaching Expectations (I range) Minimally Meeting Expectations (C- to C range) Fully Meeting Expectations (C+ to B+ range) Exceeding Expectations (A range) SNAPSHOT You offer an illogical and/or underdeveloped explanation and interpretation of texts. You offer a limited or surface-level explanation and interpretation of texts. You offer a logical explanation and interpretation of texts. You offer an analytic, thorough explanation and interpretation of texts. EXPLAIN àshow your work Even though I am thinking, I have difficulty and/or don’t understand how to explain or give examples about my process. I can attempt to explain my thinking, but have trouble clarifying my process. I may use examples, but they may be limited. I can explain my thinking process and use specific examples. I can explain my thinking process in detail, including the small steps or subtleties in my process. COMPREHEND àwho, what, when, where and how (W4 H): context Even though I can identify the W 4 H, I may misread, confuse and/or omit some key elements. My examples may be limited or flawed. I can identify the W 4 H and attempt to explain a basic understanding of their relationship. I can use some examples. I can identify and explain the relationships between the W 4 H. I can use explicit examples. I can identify and explain the relationships and subtleties between and amongst the W 4 H. I can effectively use explicit and/or implicit examples. CONNECT àtext to self, text to text, text to world Even though I attempt to make connections, they may be flawed, irrelevant, and/or incomplete. My examples may be limited, flawed and/or unjustifiable. I can establish and may be able to explain basic connections between the text and myself, other texts and/or the world. I can use some examples. I can establish and explain clear connections between the text and myself, other texts and/or the world. I can use explicit examples. I can establish and synthesize insightful connections between the text and myself, other texts and/or the world. I can effectively use explicit and/or implicit examples. INTERPRET àthe “why?”, drawing conclusions: inferences BK + TE = I Even though I attempt to use my background knowledge and/or evidence from the text, my interpretations may be general, unsupported and/or irrelevant. I can use my background knowledge and/or evidence from the text to make simple and/or obvious interpretations. I can use my background knowledge and/or evidence from the text to make clear, logical interpretations. I can effectively use my background knowledge and/or evidence from the text to make thoughtful, insightful interpretations.
    26. 26. If students don’t understand the words used in the rubric, it might as well be written in a foreign language.
    27. 27. Design Activities to have students “translate” performance standards into student friendly language.
    28. 28. "We must constantly remind ourselves that the ultimate purpose of evaluation is to have students become self evaluating. If students graduate from our schools still dependent upon others to tell them when they are adequate, good, or excellent, then we’ve missed the whole point of what education is about.” - Costa and Kallick (1992)
    29. 29. Enduring Understandings are the “big ideas” of the curriculum. They are more than goals for a unit or grade; they are the rationale for engaging in discipline.
    30. 30. Enduring Understandings: From ELA Curriculum - A good thinker uses interpretations, analysis, synthesis, and evaluation to deepen and enhance understanding. - Meaning making is a constructive and creative process; the quest for meaning is never complete. - We need to reflect on, monitor, and regulate our own learning in order to
    31. 31. Enduring Understandings: • Our modern day traditions are steeped in the rituals and beliefs of those living in ancient and historical times. • Little of our modern festivals and celebrations are unique to our current generation • Geographical features and climate affect the world view and the development of civilizations.
    32. 32. Enduring Understandings: • Various components of a civilization evolve and are refined as societies develop and interact. • Trade is a major factor in the creation and destruction of societies and cultures. • A civilization’s technological advancement is often a result of their attempt to live within their geography.
    33. 33. Enduring Understandings: • The Holocaust provides a context for exploring the dangers of remaining silent, apathetic, and indifferent in the face of the oppression of others. • Holocaust history demonstrates how a modern nation can utilize its technological expertise and bureaucratic infrastructure to implement destructive policies ranging from social engineering to genocide.
    34. 34. Enduring Understandings: • The use of propaganda created a cult of personality which allowed for the rise of despotic single party dictatorships.
    35. 35. Essential Questions “The best questions serve not only to promote understanding of the content... they also spark connections and promote transfer of ideas.” - Wiggins and McTighe
    36. 36. An Essential Question will be successful if it meets two criteria: If it is phrased in a way to be interesting or compelling to students. If it gets after enduring understandings from the discipline(s) being studied.
    37. 37. Examples: •What are the markers of a civilized people? •How far can we, or should we, go in tampering with nature? •What advancements of today may become problems of the future? •How is art a reflection of culture? •What constitutes a rebellious act? •Is sex even necessary?
    38. 38. • Is justice / freedom key for a society to be civilized? • How are modern celebrations a reflection of our past? • What makes humans commit inhumane acts? • What makes people throw off the restraints of human conduct? • How is power and control maintained and legitimized?
    39. 39. Essential Questions Is a Canada a democracy? Does Canada’s legal system ensure order in society? Does the Canadian Bill of Rights ensure the rights of all Canadians are protected?
    40. 40. Essential Questions How is the cultural identity of a people influenced by where they live? Does changing society always necessitate violence?
    41. 41. Comparative Civilizations 12 Curriculum Map Questions to Consider in the Course: What is the goal of life? What role does happiness play in civilizations? What does it mean to be human and happy? Is vulnerability at the root of happiness? (See Brene Brown Ted Talk) Where is the balance between technological advancement and the effect on mother nature? Why are pluralism and tolerance essential for civilization? Is justice a key component in civilization? Is our pride in human achievement blinding us to the eventual end of Western Civilization? Unit of Study Introduction to Civilizations Ancient Egypt: An Inquiry Approach Greece Learning Statements PLOs I can describe concepts that define the studies of civilizations. I can analyse elements and characteristics that contribute to the identity of civilizations. I can using a variety of primary and secondary sources and strategies in research, such as the Internet, texts, artefacts, visual sources, and literature I can develop and defend a position by establishing a thesis, taking a side, providing supporting evidence, and using a variety of sources to support research I can communicate my knowledge and understanding about civilizations by using effective written, oral, and graphic communication skills. I can describe the significance of the following to the study of civilizations: I can research through the use of a variety of primary and secondary sources (e.g., artefacts, artworks, literature, oral tradition) I can describe the philosophical viewpoints of various cultures with regard to universal concepts of life (e.g., love, death, time, space, nature, war and conflict, peace, prosperity, eternity/afterlife) I can analyse the influence of the natural environment on the development and identity of Greek civilization. I can examine a variety of artistic works (statues) with regards to: - influences - materials/techniques - purpose I can analyze how the arts express a civilizations’ cultural elements I can describe the development of Athenian democracy and compare it to democracy in the present day. I can describe how Athenian democracy is a reflection of Athenian values. I can describe the role of philosophical ideas in the development of western culture. I can analyse how cultural values and ideas are transmitted over time.
    42. 42. English 10 Curriculum Map Unit of Study A Quest Toward Perfection: Dystopian Literature Inevitability and Fate: From Teen to Adulthood Is the Grass Going to be Greener?: Hope for Future Generations Learning Intentions I can interact and collaborate in pairs and groups to - understand the perspectives of others - comprehend and respond to a variety of texts During reading, I can select and use a range of strategies to construct, monitor, and confirm meaning, including: - making connections – making inferences and drawing conclusions I can write purposeful information texts that express ideas and information to – explore and respond – analyse and explain – speculate and consider – argue and persuade Big Ideas / Enduring Understandings We use dialogue and discussion to develop, synthesize and clarify ideas. An understanding of literature is key to an understanding of oneself, one’s community, and the world. We need to reflect on, monitor, and regulate our own learning in order to improve. Speaking and listening, reading and viewing and writing and representing are recursive / iterative processes. Our cultural, historical, political and social backgrounds influence our attitudes. A good thinker uses interpretations, analysis, synthesis and evaluation to deepen and enhance understanding. Reading the world always precedes reading the word. We need to reflect on, monitor, and regulate our own learning in order to improve. Our cultural, historical, political and social backgrounds influence our attitudes about the world. We need to reflect on, monitor, and regulate our own learning in order to improve. What will tomorrow look like? Is fate inevitable? Where is the basis for hope in the
    43. 43. Social Studies 9 Curriculum Map Unit of Study Identity From Exploration to Colonialism Modern Canada: A Reflection of its Past PLOs I can assess how identity is shaped by: - family - gender - belief - ethnicity - nationality I can describe the daily life in Aboriginal communities. I can analyse the reasons for initial exploration and settlement of North America. I can analyse the relationship between Aboriginal people and Europeans. I can assess how economic systems contributed to the development of Canada. I can analyse the effects of colonialism on trade and conflict. I can assess the impact of the fur trade on exploration and settlement. I can analyse the roots of present-day regional, cultural and social issues within Canada. I can investigate to roots of Canada’s political and legal systems, including the development of two legal systems from two cultures. Big Ideas / Enduring Understandings Identity is shaped by many different and connecting factors. It is used to identify one as distinct from others and also as part of a homogenous group. Artistic expression is a reflection of the society in which it was created. Colonialism exploits natural resources. Early contact allowed for an exchange of technologies and goods. Present day institutions are based in the past. Essential ?s What makes us who we are? How is art a reflection of culture? What role does ethnicity play when people interact? Why do people explore? What is at the root of conflict? How do people make decisions? How does a desire for power and wealth affect relationships? What do we see in our society today that is clearly influenced by our history? What can we expect in our future based on where we’ve been in the past? Concepts (What students need to know) Identity Nationality Ethnicity Heterogeneous vs. Homogeneous Cultures How the Renaissance influenced exploration Ethnocentrism Colonization – The movement of people into a new area with the intent of developing the economy, religion and culture primarily for the benefit of its members back home. Mercantilism Colony Mother country Theocracy Anglophone / Francophone Separatist Referendum
    44. 44. Social Studies 9: Final Project Enduring Understandings Learning Intentions Essential Questions Identity is shaped by many different and connecting factors. It is used to identify one as distinct from others and also as part of a homogenous group. I can assess how identity is shaped by: - family - gender - belief - ethnicity - nationality What makes us who we are? How is art a reflection of culture? What role does ethnicity play when people interact? Colonialism exploits natural resources. Early contact allowed for an exchange of technologies and goods. I can analyse the reasons for initial exploration and settlement of North America. I can analyse the relationship between Aboriginal people and Europeans. I can assess how economic systems contributed to the development of Canada. I can analyse the effects of colonialism on trade and conflict. I can assess the impact of the fur trade on exploration and settlement. Why do people explore? What is at the root of conflict? How do people make decisions? How does a desire for power and wealth affect relationships? Present day institutions are based in the past. Institutions and ideas are rooted in historical struggles / accomplishments I can analyse the roots of present-day regional, cultural and social issues within Canada. What do we see in our society today that is clearly influenced by our history? What can we expect in our future based on where we’ve been in the past? People are generally capable of improving themselves and their lives. As ideas of around rights develop people are more likely to attempt to fight for those rights in the form of armed revolts. Science is used to uncover / discover the natural of human behaviour. I can analyse the ideas of the Enlightenment thinkers and speculate how their ideas can contribute to revolution and conflict. Are rules necessary for civilized societies to exist? Are people generally good or bad? Change in history is often rooted in violence. The average citizen in society has a powerful voice. I can analyse the factors that contribute to revolution and conflict. I can analyse the contribution of the American, English and French Revolutions in the development of democratic concepts. What constitutes a Rebellious Act? Do people have the right to rebel against a government they don’t like? What are the roots of democracy? When is democracy actually democratic? Does democracy exist? Is democracy realistically attainable? Is democracy necessary to ensure the rights of people are upheld? How much violence is justified in securing a better future?
    45. 45. You must use the research to support your practice to avoid being a well intentioned “Enthusiastic Amateur.” - Fullan and Hargraeves “Professional Capital”
    46. 46. Contact Information Jonathan Vervaet Email: jonathanvervaet@gmail.com Twitter: @jonathanvervaet Blog: jonathanvervaet.wordpress.com

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