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  1. Kristin King Unit Plan Presentation College of Mount St. Joseph April 25, 2012

  2. Clermont NortheasternMiddle School • Clermont Northeastern Schools • Home of the Rockets • Owensville/Batavia, Ohio • Effective Rating 2010-2011

  3. Clermont NortheasternMiddle School • 383 Students – 6th, 7th, and 8th grade • 97.3% White • 43.9% Economically Disadvantaged • 20.6% Disabilities

  4. 7th Grade World History • General Education Classroom • IEP Students Pulled Out for Scientific Learning • 26 Students • 10 Receive Free/Reduced Lunch

  5. Learning Environment • Desks set up in pairs • Three student computers • Smart Board • Library across the hall with four student computers • Classroom Expectations posted • Consistent with school expectations posted throughout the building

  6. Medieval Europe • Three week social studies unit • Unit taught February 27-March 16, 2012 • Summative Assessment • Tic-Tac-Toe Board (Choice Assignment) • Traditional Quiz

  7. Unit Lessons • Vikings • Feudalism in Medieval Europe • Coat of Arms Web Quest • Power of “The Church” in Medieval Europe • Town Life and The Black Plague • Castles and Medieval Society • Medieval Tic –Tac –Toe • Crusades • The Decline of Feudalism / Growth of Nations • A Knight’s Tale

  8. 7th Grade Standards • History Strand: Feudalism and Transitions • Germanic invasions helped to break up the Roman Empire and set the stage for the development of feudal and manorial systems. • Government Strand: Roles and Systems of Government • With the decline of feudalism, consolidation of power resulted in the emergence of nation states.

  9. Objectives • The student will create a presentation listing and explaining all levels of European feudalism. • The student will choose and complete two assignments other than the required presentation from their medieval tic-tac-toe board. • The student will complete a quiz over the unit covering European feudalism and how it led to the growth of nations.

  10. Theoretical Foundations • Bruner (1966) • Three Stage Info Processing Model • Spiral Curriculum • Bloom’s Taxonomy of Learning (1956) • Choice board assignments based on different levels • Gardner (1983) • Multiple Intelligence Theory • Variety of processes and products • D. Ausebel (1960) • Subsumption Theory • Advance Organizers • Vygotsky (1978) • Social Constructivism Theory • Interactive Discussion • Heterogeneous grouping • Play valued for later learning

  11. Pre-Assessment • Viking Lesson –KWL Chart • Most Lessons Began With Brief Discussion • Monitored for background knowledge • Used to connect lesson with prior learning

  12. Ongoing/Formative Assessment • Viking Worksheet • Church Organization Worksheet • Informal Monitoring of Student’s Progress • During their in class time to work on summative assessment • During class discussion

  13. Post/Summative Assessment • Authentic Assessment • Medieval Tic-Tac-Toe Board • Traditional Assessment • Chapter Quiz Over the Unit

  14. Excelled Typical Struggler

  15. Struggler Typical Excelled

  16. Grade Comparison • Took over 5th period 2 weeks later • A student transferred into the district in the middle of quarter • Absent / Low Grade

  17. Greatest Hits

  18. Differentiation of Instruction • Used Bruner’s Spiral Curriculum for Unit • Used a Choice Assignment for Summative Assessment • Based on Gardner’s Multiple Intelligence Theory • Based on Bloom’s Taxonomy of Learning

  19. Medieval Tic – Tac – Toe Lesson • Key Term Opener • Daily – Holy Land • Class Discussion • Monitor to find out progress so far • Ask for questions about the assignment • Computer Lab • Assist students, Check for understanding, Monitor progress • Class Discussion • Monitor to find out in class progress • Have students share successes and struggles with their peers

  20. Home Connections • Progress Book • Courses Tab on School Web Site for Assignments • Email

  21. Reflections • Put Things Together Better • Not just tabs on the page, but Smart Notebook Presentation so links are all on one page • Find Out About Your Students In Other Classes • Maybe it is just you that they are great or not great for • More Concrete Expectations for Assessment • List of expectations for each assignment if rubric does not make sense • Next year there would be examples to show