Planning and questioning

1. Social Studies TE803 Laura Andresen February 11, 2011 Planning and questioning

2. For today… • I’m In • Unit Planning • History • Questioning • Workshop/conferencing • Peer Review

3. Start, Stop, Continue • Reflect on what is within the ability of me or the class to start, stop, or continue doing • I acknowledge there are things we’d love to change but we don’t have control over them

4. Planning • Rationale – first item on unit plan- may be only paragraph future employer reads • What do they tell us? • For the purpose of …. So that….. • GLCEs • Make sure they are reflecting integrated content curriculum • Procedures • Active vs. passive activities

5. Assessment • The assessment is a direct evaluation of the objective • measure if it was met • Be sure the activities you are assessing are in your procedure somewhere • Formal vs. informal assessment – both necessary

6. Diagnostic • Formative • Summative • Evaluative • Informative A) When teachers give students the chance to bring all of their ideas and insights together at one time. B) When teachers identify students’ strengths and weaknesses prior to planning a lesson. C) When teachers use aggregate student achievement data to assess and improve the effectiveness of their curriculum and teaching. D) When teachers use data to communicate a child’s progress with to their parents and give the parents ideas about how to help. E) When teachers modify and adjust their teaching practices to reflect the needs and progress of his or her students.

8. Students associate assessment with negative feelings—it’s about being told what you are bad at. • Assessment should be educative and not just a chance to show what you already know. • The results of assessments do not automatically imply what needs to be done. • Students’“errors” are often give insight into their opinions and experiences. • Assessments should allow for more than right/wrong answers. • Assessment begs of us to stop and ask: What is going here?

9. Extensions/Modifications • What should they look like? Why do we have to do these? • Deeper and Support

10. History • Experience reaching conclusions based on evidence • Deliberation over the common good • Understand different perspectives • See that interpretation is an inseparable part of historical understanding • Record of history often incomplete

11. Strategies • Analytical stance: look for historical patterns or examine the causes and consequences of events in the past- how life has changed over time • Moral response stance: judge the history and take a stance – good or bad • Identification stance: look for connections between ourselves and people in the past • Exhibition stance: students display what they know, answer questions- at end of textbook, from the teacher, or in an exam

12. "Benjamin Franklin knew that sometimes the best way to get people think is to make them laugh“ http://www.youtube.com/watch?v=mQP-RirMwbY

13. Teaching History: • The possibilities: • Focus not only on what happened but why and how it can relate to civic decision making • Focus on everyday events and lives of common individuals in historical periods • Focus history teaching goals, big ideas and for life application (94) • Including multiple perspectives (multicultural and global perspectives) • Represent historical information in the form of narratives, not abstractions (a double –edged sword) • Foster empathy! (avoid presentism) • Making history relevant to student’s lives and identities

14. Studying History History is an integral part of social studies (one of the core disciplines), yet it is often looked at as either boring or a series of facts and dates. Doing History as Levstik and Barton suggest means connecting it to the life of the child.

15. Introduction to Doing History What’s the difference between knowing and doing history? What are your memories of history classes? Doing History aims to offer new and engaging ways of helping children discover the past

16. History is… Chronological gives students a mental timeline Engaging Made up of questions to explore

17. History helps us… Locate ourselves in time/Make meaning in connection to our own lives everyone has a place in history parallels can exist between events or decisions made in the past can those in one’s daily life Imagine the future Learning (or not learning) from actions of the past Example of your history where you did or did not learn from an event from the past?

18. History… Includes significant themes goes beyond names, facts, dates these themes cover large issues, problems, questions, conflicts, and help students make connections between events over time and space

19. History is… More than just political is social and intellectual: about other members of society and groups of people who significant contributions to our evolution and identity as Americans. stories of under-represented peoples are told Controversial the study of history should be one of both vice and virtue is not “national cheerleading”

20. History is… Interpretive through narrative accounts should be constructed as stories (characters, settings, events, problems, resolutions) accounts of the same event differ

21. Reading books / watching videos • Prior to watching/listening/reading… set a focus for your students to concentrate on • Why do we do this? • How can we do this?

22. Using Social Studies Textbooks • Informational tool • Group with people next to you • Come up with ways to use a textbook in a lesson – one person write them on board

23. Now look at the list as a group and let’s determine which are Helpful/appropriate ways vs. unhelpful/inappropriate ways Why?

24. Bloom’s Taxonomy • Bloom’s Taxonomy • What is it? • In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. • New Bloom’s vs. Old Bloom’s

25. New Bloom’s vs. Old Bloom’s

26. Remembering: can the student recall or remember the information? • define, duplicate, list, memorize, recall, repeat, reproduce state • Understanding: can the student explain ideas or concepts? • classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase • Applying: can the student use the information in a new way? • choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

27. Analyzing: can the student distinguish between the different parts? • appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test • Evaluating: can the student justify a stand or decision? • appraise, argue, defend, judge, select, support, value, evaluate • Creating: can the student create new product or point of view? • assemble, construct, create, design, develop, formulate, write.

28. Questioning? • So why is it important to be aware of these levels of questioning? • What do the levels of questioning say about your expectation of student knowledge? • How can you become a better questioner? • Why is higher-order thinking difficult? • Why is knowledge level questioning easy?

29. For Next Time… • Finish Part II and III- don’t need to turn into me unless you want to • Read Friend & Bursuck, pp.320 – 352 Chapter 9 – we will talk more about Special Needs and adaptations • Social studies as- Economics & Geography

30. Mid-semester evaluation Where are we- • Start • Stop • Continue

31. Peer-Review/Conferencing • To pair with someone that is unaware of your lesson plan- count off by 8- find partner • I will call you up individually to conference with me about where you are so far in your planning process and ways I can support you with this – bring evaluation with you • If you would like a second person to review your unit plan you may • Continue to work on your units