CKEC Social Studies Content Leadership Network

1. CKEC Social Studies Content Leadership Network April 22nd, 2014 Today’s materials can be accessed at: www.debbiewaggoner.com/ apr-2014-social-studies.html

2. www.debbiewaggoner.com

3. CKEC ISLN Facilitation Team

4. Burgin Independent School Over 100 years of Excellence

5. Norms • Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. • Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. • Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations. • Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

6. What was the most valuable part of the day? MARCH 25th Meeting Summary Wordle of Comments

7. What will you take back and use? MARCH 25th Meeting Summary Wordle of Comments

8. What suggestions do you have for the next meeting’s agenda? MARCH 25th Meeting Summary Wordle of Comments

9. What questions/concerNs do you still have? MARCH 25th Meeting Summary Wordle of Comments

10. Pillars of Network Meetings… Network Foundations Professional Learning Pillars again Kentucky’s Core Academic Standards Highly Effective Teaching and learning Assessment Literacy Leadership TPGES--Teacher Professional Growth and Effectiveness System

11. CKEC Social Studies Network Meeting – April 22nd, 2014 Agenda --Introduction –Focus for the Day: How do I use classroom assessments and discussions to engage students in civic discourse and inquiry learning?  Grade Band groups – HS: Kathy Swan & Nichole Caskey (side hallway), MS: Terry Rhodes & Kelly Clark (front room), Elem: Debbie Waggoner (main room) --Investigating the C3 indicators for your grade – What does C3 mean for my grade? --Discussion of Classroom Assessment in Social Studies – How do I use Socratic Seminar as a tool for civic discourse in the classroom? --Using the Beyond the Bubble Materials to Analyze student work – Does the student work reflect the C3 indicators and show evidence of student learning? LUNCH – Reflecting on our first three meetings: What is your plan for sharing social studies professional learning across your district? Summer PD opportunities and KY Social Studies Standards writing teams Afternoon Mini- Sessions – -- Text-Dependent questions – grade band examples / Liz Tronoski & Kelly Clark (front room- HS>Elem>MS) -- Compelling questions take 2 - Follow-up practice writing compelling questions / Kathy Swan & Nichole Caskey (side hallway-  Elem>MS>HS) -- Balanced assessment in Social Studies – engaging students in self-reflection & goal setting / Debbie Waggoner & Terry Rhodes (main room-MS>HS>Elem) Inside Cover Inside Cover

12. How do I use classroom assessments and discussions to engage students in civic discourse and inquiry learning?

13. CKEC Social Studies Meeting IMPORTANT NOTES PINK Sheet If you have a tweet to share about any social studies related meetings or topics use #kyssnet in your tweet.

14. Formative Assessment Review Which Formative Assessment Strategies did you use in your classrooms or with colleagues in your school/district since our MAR meeting? Which new formative assessment strategy do you plan to use before the end of this school year?

15. On a post-it note WRITE down one answer (A, B, C, or D) with your EXPLANATION for WHY that is the appropriate answer – Do NOT write your name of the post-it – Which development directly contributed to the increase shown in the graph? A. Social Security B. the Wagner Act C. the Marshall Plan D. the Roosevelt Corollary

16. Commit and Toss with Four Corners • After writing a letter and reason for that letter on your paper, wad up the paper into a ball • When prompted, throw the paper wad into the designated area • Retrieve a paper wad that is NOT your own • Move to the corner of the room with the letter that matches the paper you are holding.

17. ANSWER The correct answer is B. • The National Labor Relations Act, or Wagner Act, was passed in 1935 as part of President Franklin D. Roosevelt’s New Deal. • It protected the rights of workers to form labor unions and engage in collective bargaining. As a result, union membership rose dramatically in the United States.

18. Other options… A. Social Security Act signed by FDR in August 1935 was an attempt to limit what were seen as dangers in the modern American life, including old age, poverty, unemployment, and the burdens of widows and fatherless children. C. the Marshall Plan (European Recovery Program, ERP) was the American initiative to aid Europe, giving economic support to help rebuild European economies after the end of WWII in order to prevent the spread of Soviet Communism. The plan was in operation for four years beginning in April 1948. D. the Roosevelt Corollary to the Monroe Doctrine articulated by President Theodore Roosevelt in 1904. It states that the United States will intervene in conflicts between European countries and Latin American countries to enforce legitimate claims of the European powers, rather than having the Europeans press their claims directly.

19. Investigating the C3 indicators for your grade band – What does C3 mean for my grade? Exploring the C3 framework

22. Teaching is complex… • “Teaching is a profession more complex than medicine.” Lee Shulman, “The Wisdom of Practice”

23. Domain 1: Planning & Preparation Domain 2: Classroom Environment Domain 3: Instruction Domain 4: Professional Responsibilities

24. Domain 1: Planning and Preparation • Demonstrating Knowledge of Content and Pedagogy • Demonstrating Knowledge of Students • Setting Instructional Outcomes • Demonstrating Knowledge of Resources • Designing Coherent Instruction • Designing Student Assessments • Domain 2: The Classroom Environment • Creating an Environment of Respect and Rapport • Establishing a Culture for Learning • Managing Classroom Procedures • Managing Student Behavior • Organizing Physical Space • Domain 3: Instruction • Communicating with Students • Using Questioning and Discussion • Techniques • Engaging Students in Learning • Using Assessment in Instruction • Demonstrating Flexibility and Responsiveness • Domain 4: Professional Responsibilities • Reflecting on Teaching • Maintaining Accurate Records • Communicating with Families • Participating in a Professional • Community • Growing and Developing Professionally • Showing Professionalism Kentucky’s Framework for Teaching Framework for Teaching

26. Packet pg1

27. C3 framework Domains gallery walk • Record your group ideas for assigned domain for your grade band on the chart paper • Hang the chart in your grade band room • Do a Gallery Walk of the 7 posters for your grade band, making notes of new ideas • Place a red sticker on the chart or specific indicator you are most excited to teach • Place a black sticker on the chart or specific indicator you are most worried to teach

28. Grade Band groups until LUNCH – HS: Kathy Swan & Nichole Caskey (side hallway), MS: Terry Rhodes & Kelly Clark (front room), Elem: Debbie Waggoner (main room) --Investigating the C3 indicators for your grade – What does C3 mean for my grade? Complete the Gallery Walk in your grade band rooms. --Discussion of Classroom Assessment in Social Studies – How do I use Socratic Seminar as a tool for civic discourse in the classroom? --Using the Beyond the Bubble Materials to Analyze student work – Does the student work reflect the C3 indicators and show evidence of student learning?

29. hifts I S 53 16 126.90 32.06 nstructional Iodine Sulfer

30. Es 99 (252) Einsteinium tablish a collaborative contextfor inquiry.

31. College, Career and Civic Life

32. Preparing for Civic Life • The Civic Arc of the C3 • Civil and democratic discourse within a diverse and collaborative context • Taking Informed Action What is the C3 Framework? What is the C3 Framework?

33. Democratic Discourse “Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and pervasively.” • Common Core, Speaking and Listening Standard 1, page 22. What is the C3 Framework? What is the C3 Framework?

34. “Individually and with others, students will…” in each pathway. • Dimension 2, Civics: D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings. See Table 10, page 33. • Dimension 4, Critiquing Conclusions. See Table 29, page 61. Discourse expectations in C3: Kathy Swan, Ph.D. Associate Professor, University of Kentucky

35. What are strategies you use to guide students in productive classroom discussions?

36. Socratic Seminar

37. The Socratic seminar is a formal discussion, based on a text, in which the leader asks open-ended questions.  Within the context of the discussion, students listen closely to the comments of others, thinking critically for themselves, and articulate their own thoughts and their responses to the thoughts of others.  They learn to work cooperatively and to question intelligently and civilly. Israel, Elfie.  “Examining Multiple Perspectives in Literature.”  In Inquiry and the Literary Text: Constructing Discussions n the English Classroom.  James Holden and John S. Schmit, eds.  Urbana, IL: NCTE, 2002.

38. Choose an appropriate text • Develop thorny question/s • Prepare students for the discussion • Establish expectations for students and teacher Socratic Seminar Preparation

39. Teacher poses question to circle and guides students with probing questions; • Students answer questions citing evidence from text; • Outer circle taps in at appropriate time; • See Rules and Roles for Socratic Seminar (handout). Socratic Seminar Seminar Packet pages 7-10

40. Keep under 30 minutes for first seminar and build to 45 minutes. • Share rules and expectations before hand. • “talking chips”, points, or tokens • Teach students to respond well—see handout of stems. • Teacher should listen more than talk; job is to provoke, not “teach”. Packet pages 11-14 Socratic Seminar Tips and Suggestions

41. Big Board Summarizer Tips and Suggestions Evidence Tracker Transition Tracker Speaker Tracker

42. Secondary MS HS sample Socratic Seminar http://www.youtube.com/watch?v=UQ4MYD6HLR4 Elementary Sample Socratic Seminar http://youtu.be/4Y0i3WNxJ-c Sample Socratic Seminars Sample Socratic Seminar with extra Tracker positionshttps://www.teachingchannel.org/videos/teaching-the-n-word

44. C3 Assessment Packet pgs 2-4 Let’s give Socratic Circle a try! What is the C3 Framework? What is the C3 Framework? Packet pgs 4-6

45. Socratic Seminar Notes – Pre-Write (blue paper)

46. Recommended Resource

47. How do I use classroom assessments and discussions to engage students in civic discourse and inquiry learning?

48. CKEC Social Studies Meeting Time to Reflect

49. History Assessments of Thinking intro video http://youtu.be/V5NU5sMvqKo

50. https://beyondthebubble.stanford.edu/assessments/langes-iconic-photographhttps://beyondthebubble.stanford.edu/assessments/langes-iconic-photograph Let’s try a HAT! Packet pgs 15-16