Social Studies Teacher Leader Network

1. Social Studies Teacher Leader Network April 24, 2014 Welcome! www.kvecsstln.weebly.com

2. Facilitators for Today Carole Mullins KDE/KVEC Instructional Specialist Mary McCloud KVEC Literacy Consultant Linda Holbrook KDE Literacy Consultant Jennifer Carroll KDE/KVEC Professional Growth & Effectiveness System Consultant

3. Today’s Targets • Assess my own practice in regard to C3 Instructional Shifts. • Recognize instruction that emphasizes the intersection between C3 & Literacy standards. • Explore the FfT levels of teacher leadership in relation to your participation in the SSTLN. • Explore KET digital resources available to Social Studies Teachers. • Communicate Conclusions from the network meetings and Take Informed Action. AGENDA

4. Compelling and Supporting Questions • Materials Needed: “Thinking Partners” Handout and your completed homework. • Discussion Schedule: • 8 minutes with someone from “Same Content/Grade Level” list • 8 minutes with someone from “Push My Thinking” list • 8 minute “Standing Meeting” with your District Team • Submit your completed homework • 6 minute Journal Reflection TIP: Use your journal to take notes and/or gather ideas from others!

5. Dimension 2 is all about the content. Dimensions 1,3 and 4 are the way by which we reach the RIGOR in social studies. 

6. Instructional Shifts Br 35 79.00 eaking Bromine Ba 137.33 56 d Barium S S 16 16 32.06 32.06 tudies ocial Sulfur Sulfur Kathy Swan, Ph.D. Associate Professor, University of Kentucky

7. Instructional ShiftsMy Thoughts Organizer As you watch the video think about how each of these shifts apply to your practice. http://media.education.ky.gov/video1/On-Demand2014/Social_Studies_C3_2-18-2014.mp4

8. nstructional Shifts C3 Craft questions that matter. Establish a collaborative context to support student inquiry. Integrate content and skills meaningfully. Articulate disciplinary literacy practices and outcomes. Provide tangible opportunities for taking informed action. I 16 32.06 Iodine

9. Where are you?C3 Framework Instructional Shifts • Place a dot on the continuums around the room to show where you are with each shift. • Elementary: Yellowdots • Middle: REDdots • High: BLUE dots Assess my own practice in regard to C3 Instructional Shifts.

10. 10:45-10:55 a.m. • Grades K-5 • Grades 6-12 Room 1 Main Room Grade Level Group Sessions Begin at 10:55

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

12. C3 and Literacy Standards: Working Together to Create Meaning See C3 Page 21 Instructional Examples Key Verbs/Nouns

13. REVISIT • Collaborate with table partners to come to a shared agreement about each element of the triangle. • Create a chart of your findings. (Be sure to include the Standard # and Names on Your Chart) • Instructional Examples Goal: • What do the Social Studies Literacy Standards “look like” in my classroom? • How will I teach the literacy standard? • Review your chart. Do you have everything required? (USE A DIFFERENT COLORED MARKER TO MAKE ANY ADDITIONS!) http://grantwiggins.wordpress.com/2012/01/11/transfer-as-the-point-of-education/

14. VITAL: Reading in History/Social Studies Standard #1 • 6-8: Cite specific textual evidence to support analysis of primary and secondary sources. • 9-10…, attending to such features as the date and origin of the information. • 11-12…,connecting insights gained from specific details to an understanding of the text as a whole. • C3 Framework: Page 26 • In your journal, write one sentence that sums up this “Most Important Point” for your Social Studies colleagues! Recognize instruction that emphasizes the intersection between C3 and Literacy standards.

15. Socratic Seminar Where questions, not answers, are the driving force in thinking.

16. What are Socratic Seminars? Highly motivated form of intellectual and scholarly discourse Usually range from 30-50 minutes An effective Socratic Seminar creates dialogue as opposed to debate Recognize instruction that emphasizes the intersection between C3 and Literacy standards.

17. Debate vs. Dialogue • Debate is oppositional; two opposing sides try to prove each other wrong. • Dialogue is collaborative; multiple sides work toward a shared understanding. The Socratic Seminar is dialogue; you work as a class to better understand the topic.

18. Socratic Seminar Expectations • We read and think about the text in advance. • We refer to the text and give enough time for fellow classmates to locate text. • We engage in conversation; we don’t talk at each other. • We show we are listening by tracking the speaker and summarizing what a classmate said. • We don’t raise our hand, but we wait for speaker to finish. • We ask questions, give comments, but always give evidence to support our opinions.

19. The Set-up • ½ of the class sits in the inner circle and participates while the other ½ of the class sits in the outer circle to observe and record the participation of their partners. • After about 10-15 minutes, the roles are reversed and the discussion continues.

20. Socratic Seminar Roles • Speaker • Coach • Time Keeper • Big Idea Tracker • Evidence/Quote Tracker • Comment Counter • Transition Tracker

21. Socratic Seminar Video Grades 6-12: Analysis Lesson Objective: Use textual evidence to evaluate arguments presented in articles. https://www.teachingchannel.org/videos/teaching-the-n-word TIP: Use your journal to take notes!

22. It’s OKAY to disagree, so long as you do so respectfully I understand what you are saying, but I disagree because… I respect your opinion, but I disagree because… I hear where you are coming from, but… Most importantly, in a discussion there are no right or wrong answers. Socratic Seminar

23. So what you’re saying is… I disagree/agree… I’d like to raise a question… I’m confused about… What is your opinion of… I think this means… What puzzles me is… This relates to… Do you agree/disagree…. Don’t you think this is similar to… I’d like to talk with people about… Academic Transitions

24. The Gettysburg Address(1863) by Abraham Lincoln • Our purpose is to gain understanding of the ideas and values in the text, among others: citizenship, democracy, sacrifice, social construct. • At 2 minutes and 266 words in length, what is the historical significance of the Gettysburg Address?

25. Silent Reading: The Gettysburg Address Social Studies Teacher Leader Network

26. Background Information… • The Gettysburg Address is the most famous speech by Abraham Lincoln and one of the best know speeches in American history. • It was delivered at the dedication of the Soldiers’ National Cemetery in Gettysburg, PA on the afternoon of Thursday, November 19, 1863, four and a half months after the Union army defeated the Confederates at the decisive Battle of Gettysburg. • It followed a long and rambling oration by a famous speaker of the day (several hours long) and was so short and so direct Lincoln had finished speaking and returned to his seat while most of the audience was still settling to listen.

27. Socratic Seminar in Action

28. Reflecting on the Socratic Seminar: Seminar Plan Form Generic Seminar Questions Using the form, table teams discuss the differences and purpose of the Opening, Core and Closing Questions. Can you identify any of the 3 types of questions that were used in the Gettysburg model seminar? • Using the form, table teams work together. • Identify how the Gettysburg model seminar met criteria of the plan form. Recognize instruction that emphasizes the intersection between C3 and Literacy standards.

29. Journal Entry: • What is a Social Studies concept/unit/lesson that you will teach before the end of this school year that is a “good fit” for the Socratic Seminar instructional strategy? • How would the Socratic Seminar fit in looking at the KFfT Domain 3 (Instruction) Component B (Questioning and Discussion)? Social Studies Teacher Leader Network

30. Lunch 12:15-1:00 p.m. Return to Grade Level Groups after Lunch(K-5 and 6-12)

31. TIP: Use your journal to take notes!

32. 2:30-2:40 p.m. Return to Main Room and Sit in District Teams

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

34. What can the Social Studies Teacher Leadership Network do for YOU? • Refer to FfT Component 4E: Professional Leadership in your binder. • Individually, take a moment to read the indicators for each of the levels of performance in this component noticing the slight differences in the levels as they progress. • How would you be rated based on your engagement in the Social Studies Network? What evidence would you have for this Domain and Component? Explore the FfT levels of teacher leadership in relation to your participation in the SSTLN.

35. "Communicating Conclusions and Taking Informed Action" • District teams will develop a Social Studies Action Plan for Teachers. • Each district’s plan will be submitted to the District Level Contact(s) by Carole Mullins. • Deadlines: • Electronic version to Carole Mullins: May 1st • After May 5th, I will notify district contact if a plan has not yet been submitted to me. • September 2014 Network Meeting: Teams will share out feedback from plan implementation/results. Today: Each team will share at least one “initial” planning idea with the whole group.

36. As a member of my District Leadership Team, I can describe next steps for sharing updated information with other Social Studies Teachers. Communicate Conclusions from the Network and Take Informed Action.

37. IMPACT LOGS

38. Remember… • Turn in your Evaluation • Get your certificate Have a Great Summer!