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Student Learning Objectives (SLO) Resources for Social Studies

Student Learning Objectives (SLO) Resources for Social Studies. What are SLOs and why are they important?. Primary Measures of the EES. Classroom Observations Core Professionalism Tripod Student Survey Working Portfolio (non-classroom only). Hawaii Growth Model

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Student Learning Objectives (SLO) Resources for Social Studies

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  1. Student Learning Objectives (SLO) Resources for Social Studies

  2. What are SLOs and why are they important?

  3. Primary Measures of the EES • Classroom Observations • Core Professionalism • Tripod Student Survey • Working Portfolio (non-classroom only) • Hawaii Growth Model • Student Learning Objectives • Student Growth and Learning • Teacher Practice • Educator Effectiveness Data • Improved Student Outcomes

  4. SLO Process Hawaii Department of Education

  5. Student Learning Objective Cycle Step 6: Monitor and Evaluate the Results Step 6: Monitor and Evaluate the Results Step 6: Monitor and Evaluate the Results Step 6: Monitor and Evaluate the Results Data Team Cycles

  6. Student Learning Objectives (SLO) Student Learning Objectives are teacher designed content-driven goals set at the beginning of a course that specifically measures student learning through an interval of time (i.e. one school year or one semester). It supports the achievement and growth of all students that aligns to daily instruction and progress monitoringwith specific prioritized goals.

  7. What is a learning goal and where can I find resources for it?

  8. A Learning Goal has 5 Sub-Components

  9. What are Big Ideas in Social Studies? Big ideas are powerful, long-lasting concepts or generalizations that you can organize facts around when you prepare lessons. Students who are challenged with Big Ideas are more likely to become engaged in the learning process and they will consider the new ideas and examine their beliefs. (Adapted from “Social Studies Big Ideas” University of San Francisco, College of Education)

  10. Big Idea Samples and Resources • In the following slides, you will see some sample Big Ideas in the social studies disciplines, along with a few of the national organizations that specialize in these disciplines. There, you may find resources for your Big Ideas in social studies. • The largest organization dedicated to the Social Studies is the National Council for the Social Studies (NCSS). Please see their website at: www.socialstudies.org

  11. Sample Big Idea/Rationale for Civics The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competencies. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Ky Dept. of Education)

  12. Civics Organizations • Center for Civic Education (www.civiced.org) • The Center for Information and Research on Civic Learning and Engagement (CIRCLE). (www.civicyouth.org) • National Center for Learning and Citizenship (NCLC). www.ecs.org. • For additional civics resources, please see the (draft) Social Studies Resource List

  13. Sample Big Idea/Rationale for History History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Hawaii, the United States, and in the world. (adapted from the Ky Dept. of Education)

  14. History Organizations • American Historical Association (AHA) (www.historians.org) • The World History Association (WHA). (www.thewha.org) • Organization of American Historians (OAH). www.oah.org. • For additional history resources, please see the (draft) Social Studies Resource List

  15. Sample Big Idea/Rationale for Economics Economics includes the study of Production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments. (Ky Dept. of Education)

  16. Economics Organizations • Council for Economic Education (CEE) (www.councilforeconed.org) • American Economic Association (AEA). (www.aeaweb.org) • For additional economics resources, please see the (draft) Social Studies Resource List

  17. Sample Big Idea/Rationale for Geography Geography includes the study of the five fundamental themes of location, place, regions, movement, and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. (Ky Dept. of Education)

  18. Geography Organizations • National Council for Geographic Education(NCGE) (ncge.org) • National Geographic/Geographic Alliances(www.nationalgeographic.com) • For additional geography resources, please see the (draft) Social Studies Resource List

  19. The Learning Goal in Social Studies If the Learning Goal is a description of what students will be able to do at the end of the course or grade, what benchmarks will you include when shaping your learning goal? Remember, they need to be big and important enough to be taught over a semester or year.

  20. The Learning Goal in Social Studies Some benchmarks lend themselves to short-term study of a narrow topic (such as those in Standard 3, for the most part.) An example of this might be: SS5.3.6 ”Explain how colonial America solved its labor shortage problem with indentured servants and African slaves.” While this is an important topic in the study of colonial history, it would not really lend itself to a whole year’s or semester’s study.

  21. The Learning Goal in Social Studies Other benchmarks lend themselves to a long-term study of important process and skills applicable to nearly all social studies topics. These are primarily the “lens benchmarks” of standards 1 and 2. An example of this might be: SS6.2.2 ”Explain the past on its own terms; not judging it solely by present-day norms and values.” This skill could be taught over the course of a year and could easily be paired with any of the “content benchmarks” in your grade or course.

  22. The Learning Goal in Social Studies There are benchmarks that lend themselves to a long-term study of important process and skills and still contain content. These are found throughout the standards. An example of this might be: SS7PI.3.6 “Examine current issues or problems facing contemporary Polynesia, Micronesia, and Melanesia and propose solutions to them based on research.” This research project could be taught over the period of a semester, in concert with the other benchmarks contained in this course.

  23. Where can I find resources for assessments?

  24. Resources forthe Teaching and Assessing of Social Studies Start with Hawaii’s own documents. • Besides standards and benchmarks, HCPS III in social studies lists sample performance assessments and rubrics. You can find HCPS III online at http://tinyurl.com/d3enqrt • The Curriculum Framework for Social Studies, though published in 2008, helps teachers think about the Big Ideas, Rationale, Learning Goals, Assessment, and teaching strategies that make-up much of the SLO. You can find this document online at http://tinyurl.com/brn5trd

  25. Resources forthe Teaching and Assessing of Social Studies • Dig deeper into the organizations listed previously. All of them have excellent resources for teachers that could help you. • Peruse the Draft Social Studies Resource List. The resources are nearly all free, cover a wide variety of content, and are available for teachers from K-12. Collectively, they contain content, skills, assessment, and even scoring rubrics for your use. Many have sections specifically for students to use!

  26. Resources forthe Teaching and Assessing of Social Studies Get acquainted with the just published College, Career and Civic Life C3 Framework for Social Studies State Standards! C3 is the result of a three year effort led by more than twenty states (including Hawaii) in cooperation with fifteen social studies content organizations Published by the National Council for the Social Studies

  27. Resources forthe Teaching and Assessing of Social Studies The C3 Framework was created to: • Enhance the rigor of the social studies disciplines; • Build critical thinking, problem solving and participatory skills to become engaged citizens; and • Align to the Common Core State Standards for English Language Arts and Literacy in History/Social Studies. • You can find this online at http://tinyurl.com/lhxnkrc

  28. Reminders • SLOs should be at a minimum of a DoK level 2; if there are DoK level 3 targets for the course or grade level, those should be selected.

  29. Depth Of Knowledge Norm Webb

  30. Where can I find resources for instructional strategies?

  31. Success for ALLStudents: Multi-tiered System of Supports • Tier 3: Intensive, Individualized Interventions • Individual students • Assessment Based • High Intensity • Intense, durable procedures • Tier 2: Targeted Group Interventions • Some students (at risk) • High efficiency (e.g. target skill instructions with progress monitoring) • Tier 1: Core, Instructional Interventions • All Students, All Settings • Preventive, proactive support (e.g. school-wide behavior support, high quality core instruction, differentiate instruction, universal screening)

  32. Multi-Tiered System of Instruction and Intervention Tier 3 INTENSIVE 1-5% • Few students • Small group or individual • Increased intensity and duration • Specialized, intensive interventions for high-risk behavior • Progress monitoring weekly or more Tier 2 TARGETED 10-15% • Some students • Small group • Targeted skill instruction • Positive behavior group interventions • Progress monitoring every other week Tier 1 UNIVERSAL 80-90% • All Students • High quality core instruction • School-wide and classroom discipline rules in place • Differentiated instruction • All students screened and monitored 3x year Academics Behavioral

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