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Shelby County Schools

Shelby County Schools. Common Core Modules for Social Studies/History Grades 6-12. Tennessee Department of Education History/Social Studies Grades 6-12. Supporting Rigorous History/Social Studies Teaching and Learning. Module 7: Final Assessment

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Shelby County Schools

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  1. Shelby County Schools Common Core Modules for Social Studies/History Grades 6-12

  2. Tennessee Department of Education History/Social Studies Grades 6-12 Supporting Rigorous History/Social Studies Teaching and Learning Module 7: Final Assessment Training Modules Takeaways, Reflections and Resources

  3. Share Your Assessment • What did you notice about the questions you and/or your colleagues first created? • How did you or would you alter your questions after discussions with your department? • What kinds of suggestions did you make to help others modify their questions?

  4. Norms • Keep students at the center of focus and decision-making • Be present and engaged – limit distractions, if urgent matters come up, step outside • Monitor air time and share your voice - you’ll know which applies to you! • Challenge with respect – disagreement can be healthy, respect all intentions • Be solutions oriented – for the good of the group, look for the possible • Risk productive struggle - this is safe space to get out of your comfort zone • Balance urgency and patience - we need to see dramatic change and change will happen over time • Start and end on time – maximize group learning by honoring session start and end times

  5. Review of Key Shifts in ELA/Literacy CCSS • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading, writing and speaking grounded in evidence from text, both literary and informational. • Knowledge: Building knowledge through content-rich nonfiction. *Excerpted from A Strong State Role in Common Core State Standards Implementation: Rubric and Self-Assessment Tool, p. 6, Table 1, Key Instructional Shifts of the Common Core State Standards, by the Partnership of Readiness for College and Careers Transition & Implementation Institute, 2012, Washington, DC: Achieve.

  6. Rigorous History/Social Studies Teaching and Learning

  7. Central Drivers of Instruction

  8. Prior Knowledge F Investigate Reflection Primary Sources Historian Go deeper by examining the other related primary and secondary sources, then discuss findings as a group. UNIT TITLE Unit Focus or Topic Overarching Questions Open-ended, inquiry-based inquiries to return to across the unit Modeling historical inquiry Use the sources to reflect on and evaluate the arguments made by the historians. Identify and compare historians’ perspectives. Examine primary sources related to the topic for the issues raised by the historians. Read and brainstorm about the topic FA FA FA FA . Assessment Task A unit-level summative task aligned with the CCSS will ask students to justify an argument about history on the basis of the rigorous primary and secondary sources they have encountered in the unit.

  9. Takeaways • Instruction aligned to the CCSS requires reading rich, complex texts multiple times for varying purposes. • Instruction utilizes sequenced, text-dependent questions and tasks that simultaneously develop students’ reading, writing, speaking, listening, and thinking skills. • All students must be given regular opportunities to engage with complex texts. • Complex texts are one of the central drivers of unit development and help lay the foundation of the intellectual work for students. • Developing text-based questions is hard work, is best done collaboratively, and requires deep knowledge of the text(s) under study. • For history teachers, the focus on text-dependent questions and understanding of the relationship between argument and evidence within a text complements reading of primary and secondary sources for historical context and significance.

  10. Reflection Take a few moments to respond to the following questions as a way to reflect on your learning during this module. • What was your biggest insight or learning in this module? Why was that significant? • What one thing will you do differently in the classroom based on your understanding of this module’s content and the demands of the CCSS? • What do you want to learn more about in order to implement the learning in your practice? • What questions do you still have? Please leave these questions in the boxes as you exit.

  11. Questions? • This was a very fast overview of a small portion of the Common Core training from the State of Tennessee . • Please visit tncore.org and subscribe to the electronic updates. This is also a place to send questions and gather information as it is released. • Thank you for your attention and participation and all the best as we move forward with this new initiative!

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