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Warm Up:. Look at these states and the numbers next to them: California 3, Florida 2, Maine 1, Missouri 8, Nevada 5, North Carolina 4, South Dakota 6 What number would go next to Ohio?. “The main part of intellectual education is not the acquisition of facts but learning how to
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Warm Up: Look at these states and the numbers next to them: California 3, Florida 2, Maine 1, Missouri 8, Nevada 5, North Carolina 4, South Dakota 6 What number would go next to Ohio?
“The main part of intellectual education is not the acquisition of facts but learning how to make facts live.” Oliver Wendell Holmes
What Really Matters Teaching the K-5 Social Studies GPS Adapted from GaDOE training, days 5 and 6
Agenda: • Teaching Conceptually • Differentiation, Integration, & Primary Sources • Making Sense of the Content
Ground Rules: • Speak loudly when sharing. • Listen when others are sharing. • We will eat lunch. • We will have a break. • If you must take a call, please step outside our meeting space.
Questions & Concerns • What concerns have you & your coworkers had as you have started teaching the Social Studies GPS? • How are you teaching differently this year? How is it going? • What roadblocks are you • encountering? • What (realistically) could you • take back to your school that • would thrill your colleagues?
Contact information: Primary Team: kimberly.gates@cobbk12.org lori.peck@cobbk12.org kim.roberts@cobbk12.org sandra.tarantino@cobbk12.org Intermediate Team: stephen.bell@cobbk12.org fran.bollinger@cobbk12.org mark.campoli@cobbk12.org And joann.wood@cobbk12.org
What do I do first? In the age of QCC… In the age of GPS… Concepts first, content next Make connections to students’ lives, prior knowledge, etc. Integrate social studies across subject areas in a logical way! • Chapter one, page one • Vocabulary list • Whatever floats our boats – we only teach social studies when we have time, anyway.
How do I know what concepts to teach? • Use your curriculum map! • Unit One on every map lists the concepts used for the rest of the year (SEE HANDOUT FOR COBB’S) • Every piece of content for the rest of the year is listed under a relevant concept • These are suggestions – make them work for your class! • Keep up with it all using a concept wall.
Scarcity What do you do when there is not enough of something to go around?
The Great Fuzz Frenzy Given the supplies you have at your table, build something! You will have three minutes to work with your group. We will chart your results & responses.
How do I use this as a springboard for later learning? • The activity we just finished can be done as is, or modified: • Older students can work with math manipulatives (Unifix cubes, pattern blocks, unit squares) and then organize them for later math work. • Another reading of the book could focus on the theme of Individuals, Groups, & Institutions, and students could role play ways to behave in individual and group situations. • NUMEROUS literacy opportunities – the book’s last page is a natural writing prompt. • You can use another book! Pick a great mentor text that you’ll use in later literacy lessons.
Springboard (continued) - The Great Fuzz Frenzy - Engage students and activate prior knowledge by doing pre-reading activities. - Discuss with students any new concepts and vocabulary that reflect why you chose the story. • Scarcity, interdependence, opportunity cost - Tie more than one EU with a story if possible. • What else could we teach in this story? - Integrate reading, writing, and social studies whenever possible! • What is Violet’s next adventure going to be? • What will the prairie dogs do with the tennis ball this time?
Individuals, Groups, Institutions How do our actions help or hurt others?
Dear Mr. Rosenwald Think of something you need at your school. On the chart, make a list of ways you could find the help you need to accomplish your goal. Then, choose one item off your list and create an action plan.
Dear Mr. Rosenwald Dewberry School, Walker County – ca. 1923
Rosenwald Schools Archive • Housed at Fisk University • Visit www.rosenwald.fisk.edu • Search by state or county
How do I use this as a springboard for later learning? • Students can think about actual problems and solutions. • This naturally leads to problem-solving conversations about classroom issues. • Could become its own service-learning project! • Also leads to stories of MANY historical figures: • Dr. King • President Carter • George Washington Carver • President Roosevelt
Distribution of Power & Establishing Routines and Procedures • When Owen’s Mom Breathed Fire • By Pija Lindenbaum • Connecting Theme: Distribution of Power • Enduring Understanding: The student will understand that laws and people's beliefs help decide who gets to make choices in government. • AND • Connecting Theme: Rule of Law • Enduring Understanding: The student will understand that laws are made to keep people safe and explain what the government can and cannot do.
Your turn • Now that you’ve seen an example of a lesson, what lesson and task can you create to teach students about these Enduring Understandings? • Think of the following things to include in your lesson. • What will be your pre-reading activity to activate prior knowledge? • What new vocabulary will you need to discuss with your students? • Are there any other EUs besides these 2 that you can use with this story? • What are some essential questions you could ask? • How are you going to integrate reading and writing into this activity?
The Concept Wall Photo courtesy of Yvette Welch, Gilmer County Schools
The Concept Wall Broad Essential Questions for each subject area Activity records/ information/ vocabulary underneath
Why Concept Walls? • Visual reference to help students organize their learning • Bulletin board, permanent marker on white board, Smart Board flipchart, interactive notebook • Connecting Theme and Enduring Understandings listed at the top • Include broad essential questions • SS GPS listed under appropriate Enduring Understanding • Examples from lessons, important vocabulary, student work, book covers
Activity • Look at your grade level’s Cobb County course guide. • Think about three to five ideas to introduce each EU. • Include activities you used this year with your students, and activities you would like to try. • Share at your table, and chart your favorites.
Unit One Wrap-Up • Teach the concepts/enduring understandings you will use throughout the year at the beginning of the year. • Link every lesson you teach throughout the year back to an enduring understanding. • Use some form of concept wall to help students organize information that they are learning. (It helps you, too!)
Take a break! • 9:30 – 9:45
Make a Map! • Read the book at your table. • Use the materials on your table to create a map of the book. • You may map the entire book, a location important to one character, or something altogether different. • Your map should include: • A key • An indication of direction • An entry point for the viewer
Differentiation MARY SALLY Where does your teaching fall on this continuum? Are you consistently working to meet the needs of everyone?
So, what do I do differently? • We do control much of what happens in our classrooms. • What can we change? • Content • Process • Product • Learning Environment
Essential Principles of Differentiation • Good Curriculum Comes First • All Tasks Should Be Respectful of the Learner • When in Doubt, Teach Up • Use Flexible Grouping • Become an Assessment Junkie • Grade for Growth Tomlinson & Eidson, Differentiation in Practice, Grades 5-9, 13-15.
Good Curriculum Comes First • Curriculum = GPS • Provides a basis for later learning • EVERY child should have access to the content – how they work with it might be different.
All Tasks Should Be Respectful of the Learner • Historically, America has been dissatisfied with the status quo – that’s why we declared independence! • With this legacy in mind, why should we treat all students identically? • At the same time, we must give every child the chance to excel.
When in Doubt, Teach Up • If you think they might be able to handle it, they probably can. • If you don’t try – you’ll never know! • Without sweat and toil, no work is made perfect. • “The greatest challenge to any thinker is stating the problem in a way that will allow a solution.” Bertrand Russell
Use Flexible Grouping • Bluebirds need not be bluebirds forever. • Students are savvy – they know that the triangle group is just another way of saying “smart kids.” • Social studies & science are often a time when emergent readers and writers can shine – let them!
Become an Assessment Junkie • We don’t assess reading, writing, or math development with only one assessment method. • We shouldn’t do it with social studies and science, either. • Many classroom activities done as a group can become assessments when done independently.
Differentiate Away! • Vanishing Georgia is an amazing resource for primary sources • It’s free! • It’s on the Internet! • You REALLY should give it a try!
