Student Learning Objectives (SLO)Resources for

Social Studies

1

What are SLOs and why are they important?

Primary Measures of the EES

4

Improved Student Outcomes

Teacher Practice

Student Growth and

Learning

• Classroom Observations

• Core Professionalism

• Tripod Student Survey

• Working Portfolio (non-classroom only)

Educator Effectiveness Data

• Hawaii Growth Model

• Student Learning Objectives

Hawaii Department of Education 5

SLO Process1. Identify

the learning

goal

2. Develop or select

assessment(s)

3. Establish targets based

on data

4. Plan instruction

5. Receive initial

approval

6. Implement

the SLO

7. Revise targets if necessary

8. Analyze assessment

results

9. Rating of SLO

10. Determine next steps

Student Learning Objective Cycle

Step 6: Monitor and Evaluate the Results

Step 6: Monitor and Evaluate the Results

Step 6: Monitor and Evaluate the Results

Step 6: Monitor and Evaluate the Results

Data Team Cycles

Student Learning Objectives (SLO)

Student Learning Objectives are teacher designed content-driven goals set at the

beginning of a course that specifically measures student learning through an

interval of time (i.e. one school year or one semester). It supports the achievement and

growth of all students that aligns to daily instruction and progress monitoring with

specific prioritized goals.

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Learning GoalAssessments, Scoring

& Criteria

Expected TargetsInstructional

Strategies

SLO Components

What is a learning goal and where can I find resources for it?

Learning Goal

Learning Goal

Big Idea

Standards

Rationale

Interval of Instruction

A Learning Goal has 5 Sub-Components

What are Big Ideas in Social Studies?

Big ideas are powerful, long-lasting concepts or generalizations that you can organize facts around when you prepare lessons. Students who are challenged with Big Ideas are more likely to become engaged in the learning process and they will consider the new ideas and examine their beliefs. (Adapted from “Social Studies Big Ideas” University of San Francisco, College of Education)

Big Idea Samples and Resources

• In the following slides, you will see some sample Big Ideas in the social studies disciplines, along with a few of the national organizations that specialize in these disciplines. There, you may find resources for your Big Ideas in social studies.

• The largest organization dedicated to the Social Studies is the National Council for the Social Studies (NCSS). Please see their website at: www.socialstudies.org

Sample Big Idea/Rationale for Civics

The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, including its fundamental principles, structure, and the role of citizens. Understanding the historical development of structures of power, authority, and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competencies. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies. (Ky Dept. of Education)

Civics Organizations

• Center for Civic Education (www.civiced.org)• The Center for Information and Research on

Civic Learning and Engagement (CIRCLE). (www.civicyouth.org)

• National Center for Learning and Citizenship (NCLC). www.ecs.org.– For additional civics resources, please see the

(draft) Social Studies Resource List

Sample Big Idea/Rationale for History

History is an account of events, people, ideas, and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments, and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Hawaii, the United States, and in the world. (adapted from the Ky Dept. of Education)

History Organizations

• American Historical Association (AHA) (www.historians.org)

• The World History Association (WHA). (www.thewha.org)

• Organization of American Historians (OAH). www.oah.org.– For additional history resources, please see the

(draft) Social Studies Resource List

Sample Big Idea/Rationale for Economics

Economics includes the study of Production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, and the nation as a whole. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies, and governments. (Ky Dept. of Education)

Economics Organizations

• Council for Economic Education (CEE) (www.councilforeconed.org)

• American Economic Association (AEA). (www.aeaweb.org)– For additional economics resources, please see

the (draft) Social Studies Resource List

Sample Big Idea/Rationale for Geography

Geography includes the study of the five fundamental themes of location, place, regions, movement, and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future. (Ky Dept. of Education)

Geography Organizations

• National Council for Geographic Education(NCGE) (ncge.org)

• National Geographic/Geographic Alliances(www.nationalgeographic.com)

– For additional geography resources, please see the (draft) Social Studies Resource List

The Learning Goal in Social Studies

If the Learning Goal is a description of what students will be able to do at the end of the course or grade, what benchmarks will you include when shaping your learning goal? • Remember, they need to be big and

important enough to be taught over a semester or year.

The Learning Goal in Social StudiesSome benchmarks lend themselves to short-term study of a narrow topic (such as those in Standard 3, for the most part.) An example of this might be:

SS5.3.6 ”Explain how colonial America solved its labor shortage problem with indentured servants and African slaves.”

While this is an important topic in the study of colonial history, it would not really lend itself to a whole year’s or semester’s study.

The Learning Goal in Social StudiesOther benchmarks lend themselves to a long-term study of important process and skills applicable to nearly all social studies topics. These are primarily the “lens benchmarks” of standards 1 and 2. An example of this might be:

SS6.2.2 ”Explain the past on its own terms; not judging it solely by present-day norms and values.”

This skill could be taught over the course of a year and could easily be paired with any of the “content benchmarks” in your grade or course.

The Learning Goal in Social StudiesThere are benchmarks that lend themselves to a long-term study of important process and skills and still contain content. These are found throughout the standards. An example of this might be:

SS7PI.3.6 “Examine current issues or problems facing contemporary Polynesia, Micronesia, and Melanesia and propose solutions to them based on research.”

This research project could be taught over the period of a semester, in concert with the other benchmarks contained in this course.

Where can I find resources for assessments?

Resources forthe Teaching and Assessing of Social Studies

Start with Hawaii’s own documents.• Besides standards and benchmarks, HCPS III in social

studies lists sample performance assessments and rubrics. You can find HCPS III online at http://tinyurl.com/d3enqrt

• The Curriculum Framework for Social Studies, though published in 2008, helps teachers think about the Big Ideas, Rationale, Learning Goals, Assessment, and teaching strategies that make-up much of the SLO. You can find this document online at http://tinyurl.com/brn5trd

Resources forthe Teaching and Assessing of Social Studies• Dig deeper into the organizations listed previously.

All of them have excellent resources for teachers that could help you.

• Peruse the Draft Social Studies Resource List. The resources are nearly all free, cover a wide variety of content, and are available for teachers from K-12. Collectively, they contain content, skills, assessment, and even scoring rubrics for your use. Many have sections specifically for students to use!

Resources forthe Teaching and Assessing of Social

StudiesGet acquainted with the just published College, Career and Civic Life C3 Framework for Social Studies State Standards!

C3 is the result of a three year effort led by more than twenty states (including Hawaii) in cooperation with fifteen social studies content organizations

Published by the National Council for the Social Studies

Resources forthe Teaching and Assessing of Social

StudiesThe C3 Framework was created to:• Enhance the rigor of the social studies disciplines;• Build critical thinking, problem solving and

participatory skills to become engaged citizens; and • Align to the Common Core State Standards for

English Language Arts and Literacy in History/Social Studies.

• You can find this online at http://tinyurl.com/lhxnkrc

Reminders

• SLOs should be at a minimum of a DoK level 2; if there are DoK level 3 targets for the course or grade level, those should be selected.

Depth Of

Knowledge

Norm Webb

Where can I find resources for instructional strategies?

Tier 1: Core, Instructional Interventions• All Students, All Settings• Preventive, proactive support (e.g. school-wide

behavior support, high quality core instruction, differentiate instruction, universal screening)

Tier 2: Targeted Group Interventions• Some students (at risk)• High efficiency (e.g. target skill instructions with progress

monitoring)

Tier 3: Intensive, Individualized Interventions • Individual students• Assessment Based• High Intensity• Intense, durable procedures

Success for ALL Students: Multi-tiered System of Supports

Multi-Tiered System of Instruction and Intervention

BehavioralAcademics

• Few students• Small group or individual• Increased intensity and duration• Specialized, intensive interventions for high-risk behavior• Progress monitoring weekly or more

Tier 3 INTENSIVE 1-5%

Tier 2 TARGETED 10-15%

Tier 1 UNIVERSAL 80-90%

• All Students• High quality core instruction• School-wide and classroom discipline rules in place• Differentiated instruction• All students screened and monitored 3x year

• Some students• Small group• Targeted skill instruction• Positive behavior group interventions• Progress monitoring every other week

Instructional Strategies (Marzano et al., 2001)

Recommendations for Classroom Practice

Identifying Similarities and Differences

• Use the process of comparing, classifying, and using metaphors and analogies.

Summarizing and Note Taking • Provide teacher-prepared notes using a variety of formats, and graphic organizers.

• Teach students a variety of summarizing strategies.• Engage students in reciprocal teaching.

Reinforcing Effort and Providing Recognition

• Teach students the relationship between effort and achievement.• Provide recognition aligned to performance and behaviors.

Homework and Practice • Establish and communicate homework policy.• Design assignments that support academic learning.• Provide timely feedback.

Nonlinguistic representations • Provide students with a variety of activities such as creating graphic organizers, making physical models, generating mental pictures, drawing pictures and pictographs, engaging in kinesthetic activity.

Instructional Strategies(Marzano, et al., 2001)

Recommendations for Classroom Practices

Cooperative learning • Use a variety of small groupings (e.g. think-pair share, turn and talk, numbered heads together, jigsaw).

• Combine cooperative learning with other classroom structures.

Setting objectives and providing feedback

• Set and communicate objectives that are specific and flexible. • Include feedback elements of both positive interdependence and

individual accountability.

Generating and testing hypotheses

• Engage students in a variety of structured tasks such as problem solving, experimental inquiry, and investigation.

• Ask students to explain their hypotheses and their conclusions.

Cues, Questions and Advanced Organizers

• Use explicit cues.• Ask inferential and analytical questions.• Use stories, pictures, and other introductory materials that set the

stage for learning.• Have students skim materials before the lesson.• Use graphic organizers.