Elementary Social StudiesElementary Social Studies

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C.I.A. Dept. PresentersC.I.A. Dept. PresentersCarmen Alabarce-CatalayudCarmen Alabarce-Catalayud

Michael DorseyMichael DorseyBrian DortonBrian DortonKevin HolidayKevin HolidayAmanda JostAmanda Jost

Annette LaPrise, Ph.D.Annette LaPrise, Ph.D.Elizabeth PerrinElizabeth Perrin

Valerie PooleValerie PooleFrank WhitesideFrank WhitesidePriscilla WilliamsPriscilla Williams

NormsNorms• Be constructively engaged.Be constructively engaged.

• Share your best thinking.Share your best thinking.

• Listen actively. Assume positive Listen actively. Assume positive intent.intent.

• Model the attitude of a life-long Model the attitude of a life-long learner. learner.

• Take care of your needs.Take care of your needs.

Enjoy the Day!Enjoy the Day!

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Today’s GoalsToday’s Goals• Teachers will Teachers will

identify what rigor looks like across identify what rigor looks like across content areas in elementary content areas in elementary classroomsclassrooms

determine how effective feedback determine how effective feedback practices support rigor and student practices support rigor and student achievementachievement

work collaboratively with lead work collaboratively with lead teachers from across the district and teachers from across the district and within their schoolwithin their school

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Four Corners – Four Corners – Where are you?Where are you?

I understand what makes work I understand what makes work rigorous.rigorous.

Dirt Path Dirt Path Gravel RoadGravel Road Paved StreetPaved Street Super HighwaySuper Highway

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Four Corners – Four Corners – Where are you?Where are you?

I regularly differentiate my students’ I regularly differentiate my students’ assignments.assignments.

Dirt Path Dirt Path Gravel RoadGravel Road Paved StreetPaved Street Super HighwaySuper Highway

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Four Corners – Four Corners – Where are you?Where are you?

I have a plan for matching my I have a plan for matching my assessments with my instructional assessments with my instructional objectives, and I imple-ment that plan objectives, and I imple-ment that plan regularly and consistently.regularly and consistently.

Dirt Path Dirt Path Gravel RoadGravel Road Paved StreetPaved Street Super HighwaySuper Highway

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My assessment criteria are clearly My assessment criteria are clearly spelled out and my students can take spelled out and my students can take responsibility for assessing their own responsibility for assessing their own work.work.

Dirt Path Dirt Path Gravel RoadGravel Road Paved StreetPaved Street Super HighwaySuper Highway

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Four Corners – Four Corners – Where are you?Where are you?

What is What is Rigor?Rigor?

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Three Social Studies Three Social Studies Lessons:Lessons:

Articles of ConfederationArticles of Confederation

• Ms. Smith’s LessonMs. Smith’s Lesson

• Mr. Chang’s LessonMr. Chang’s Lesson

• Ms. Maldonado’s LessonMs. Maldonado’s Lesson

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Ms. Smith’s Lesson:Ms. Smith’s Lesson:Articles of ConfederationArticles of Confederation

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Mr. Chang’s Lesson:Mr. Chang’s Lesson:A Weak GovernmentA Weak Government

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Ms. Maldonado’s Lesson:Ms. Maldonado’s Lesson:How to Fix a Bad PlanHow to Fix a Bad Plan

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Problem Card 1 Problem Card 3

Problem Card 2

Problem Card 4

Team Share: RigorTeam Share: Rigor• In table groups, share examples In table groups, share examples

of student work resulting from a of student work resulting from a rigorous lesson recently taught in rigorous lesson recently taught in your classroom.your classroom.

• Use the Collaborative Assessment Use the Collaborative Assessment Conference protocol to discuss Conference protocol to discuss where each example should be where each example should be placed on the rigor continuum. placed on the rigor continuum.

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Collaborative Assessment Collaborative Assessment Conference ProtocolConference Protocol

• Teacher places the student work for allTeacher places the student work for allto see; says nothing. Facilitator asks:to see; says nothing. Facilitator asks:What do you see?What do you see?

What questions does this work raise for you?What questions does this work raise for you?

What do you think the child is working on?What do you think the child is working on?

• Teacher provides his/her perspective.Teacher provides his/her perspective.www.nsrfharmony.org/protocol/doc/cac.pdfwww.nsrfharmony.org/protocol/doc/cac.pdf

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Rigor ContinuumRigor Continuum

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Teacher-Teacher-CenteredCentered

Student-Student-CenteredCentered

Modeled Shared GuidedIndependen

tAt the first level, the strategy is com-pletely teacher centered and directed with the student only taking notes.

At the second level, students utilize the strategy to help them: 1) summarize their learning; and2) study with the notes.

At the third level, students become more metacogni-tive as they process the information that they took notes on, summarized, and studied.

At the fourth level, students are inde-pendent learners and share/teach their new informa-tion and processing with fellow students.

HAPG ConnectionHAPG Connection

• Look at the HAPG you brought Look at the HAPG you brought with you today.with you today.

• Identify some Essential Identify some Essential Understandings and Guiding Understandings and Guiding Questions.Questions.

• Determine how these features Determine how these features can promote rigor and can promote rigor and conceptual understanding.conceptual understanding.

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• What was the first constitution of What was the first constitution of the United States?the United States?

• What weaknesses were in that What weaknesses were in that first constitution?first constitution?

• When did the United States get When did the United States get its second constitution?its second constitution?

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Questioning with Rigor: Questioning with Rigor: Moving from “What?” to Moving from “What?” to

“Why? or How?”“Why? or How?”

Ways to Increase RigorWays to Increase Rigor

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RR Raise the level of content

II Increase complexity

GG Give appropriate support & guidance

OO Open your focus

RR Raise expectationsFrom: Rigor Is Not A Four-Letter Word by Barbara Blackburn

StatementThumbs

Up or Down

• I inform students ahead of time about grading criteria and methods used for determining a grade.

• I use a variety of assessments to determine a grade.

• I consider effort, participation, behavior and attendance when determining a grade.

• I place a numerical grade on every assignment.

• I think students have understanding when they select the correct answer on a multiple choice assessment.

• I ask students their input for grading criteria.

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Anticipation Guide - Anticipation Guide - Feedback:Feedback:

Thumbs Up or Down?Thumbs Up or Down?

Effective Feedback Effective Feedback is…is…

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What does feedback look What does feedback look like?like?

•98%

•A

+

•Good job!

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Feedback should be …Feedback should be …• Focused on the task or process Focused on the task or process

usedused

• Criterion-referencedCriterion-referenced

• Clear, descriptive, and specificClear, descriptive, and specific

• PositivePositive• Phrased to confirm that students Phrased to confirm that students

are agents of their own learningare agents of their own learning

– Susan Brookhart– Susan Brookhart

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Team Share: FeedbackTeam Share: Feedback

• Using the student work Using the student work sample(s) you brought, practice sample(s) you brought, practice providing effective feedback providing effective feedback with a partner.with a partner.

• Record comments on Post-It Record comments on Post-It notes.notes.

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Feedback and GradingFeedback and Grading• How do you determine when to How do you determine when to

record a grade in the grade book?record a grade in the grade book?

• What do you look for beyond the What do you look for beyond the correct answer?correct answer?

• What are ways to provide What are ways to provide feedback other than recording a feedback other than recording a grade?grade?

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Giving and Receiving Giving and Receiving FeedbackFeedback

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TeacherTeacher StudentStudent

StudentStudent StudentStudent

StudentStudent TeacherTeacher

Involving Students in Involving Students in Grading and AssessmentGrading and Assessment

We must constantly remind ourselves that We must constantly remind ourselves that the ultimate purpose of education is to have the ultimate purpose of education is to have students become self-evaluating. If students become self-evaluating. If students graduate from our schools still students graduate from our schools still dependent upon others to tell them when dependent upon others to tell them when they are adequate, good, or excellent, then they are adequate, good, or excellent, then we have missed the whole point of what we have missed the whole point of what education is about.education is about.

– Costa & Kallick– Costa & Kallick

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Marzano’s Marzano’s Classroom Classroom Instruction That Works: Instruction That Works:

Effect SizeEffect Size

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CategoryAverage

Effect SizePercentile

GainNumber of

Studies

Setting Objectives and

Providing Feedback

.61 23 408

When we involve When we involve students in shaping their students in shaping their own learning, they are own learning, they are more likely to more likely to __________________________.__________________________.

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Summary FrameSummary Frame

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Transition to Transition to School TeamsSchool Teams

12:00 - 12:15 PM12:00 - 12:15 PM

Welcome to School Welcome to School Team PLC WorkTeam PLC Work

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Lead Teacher PLC GoalsLead Teacher PLC Goals

• Teachers will Teachers will work collaboratively with the other work collaboratively with the other

lead teachers from their own schoollead teachers from their own school

develop an action plan to increase develop an action plan to increase rigor and meaningful feedback rigor and meaningful feedback across all content areas and grade across all content areas and grade levels in their schoollevels in their school

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Lead Teacher PLC WorkLead Teacher PLC Work

• Share one important idea Share one important idea highlighted in your content-area highlighted in your content-area breakout session that is going to breakout session that is going to influence a future practice.influence a future practice.

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Action PlanAction Plan

• As a team, create a graphic As a team, create a graphic organizer to capture how you are organizer to capture how you are going to bring insights from going to bring insights from today’s session back to your today’s session back to your school so all teachers from your school so all teachers from your campus will benefit as a result of campus will benefit as a result of your Lead Teacher efforts.your Lead Teacher efforts.

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Lead Teacher Lead Teacher CommitmentsCommitments

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Thank You!Thank You!

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IntroductionsIntroductions

• Elizabeth PerrinElizabeth PerrinManager, Education TechnologyManager, Education Technology

• Brian DortonBrian DortonSpecialist, Education TechnologySpecialist, Education Technology

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IntroductionsIntroductions

• Kevin HolidayKevin HolidaySpecialist, Education TechnologySpecialist, Education Technology

• Amanda JostAmanda JostSpecialist, Education TechnologySpecialist, Education Technology

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IntroductionsIntroductions

• Carmen Alabarce-CatalayudCarmen Alabarce-CatalayudSpecialist, ReadingSpecialist, Reading // Language ArtsLanguage Arts

• Priscilla WilliamsPriscilla WilliamsSpecialist, ReadingSpecialist, Reading // Language ArtsLanguage Arts

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IntroductionsIntroductions

• Annette LaPrise, Ph.D.Annette LaPrise, Ph.D.Specialist, ReadingSpecialist, Reading // Language ArtsLanguage Arts

• Valerie PooleValerie PooleSpecialist, ReadingSpecialist, Reading // Language ArtsLanguage Arts

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IntroductionsIntroductions

• Michael DorseyMichael DorseyManager, Social StudiesManager, Social Studies

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IntroductionsIntroductions

• Frank WhitesideFrank WhitesideSpecialist, Social StudiesSpecialist, Social Studies

dirt path

dirt path

gravel road gravel road

paved street

paved street

super highwa

y

super highwa

y