1 / 16

Making Connections: C3, EOC, & KCAS

Join us for a thought-provoking session led by Jana Kirchner from KDE/GRREC that focuses on empowering graduates with essential college and career-ready skills in social studies. This meeting will explore the key competencies students should acquire by high school graduation. We'll analyze the C3 framework and KCAS standards, brainstorm effective teaching texts, and delve into Depth of Knowledge (DOK) levels for assessments. Participants will engage in exercises to enhance their approaches to Social Studies literacy and explore strategies for teaching diverse SS texts.

aspen
Télécharger la présentation

Making Connections: C3, EOC, & KCAS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Connections: C3, EOC, & KCAS By Jana Kirchner KDE/GRREC SS Network Meeting April 16, 2014

  2. Graduates with College Career Ready Skills in Social Studies • Brainstorming - When students graduate from your high school social studies department, what skills would you like them to have? • What “texts” do we use to teach social studies?

  3. What SS skills are targeted in the standards? • C3 KCAS: Literacy in History/SS ACTQuality Core Process Skills

  4. EOC Test Blueprint - U.S. History

  5. The Four Levels of Depth of Knowledge (DOK) • Level I measures Recall at a literal level. • Level 2 measures a Skill or Concept at an interpretive level. • Level 3 measures Strategic Thinking at an evaluative level. • Level 4 measures Extended Reasoning. Module 3 4

  6. DOK Level 1Recall • Requires recall of information such as a fact, term, definition, or a simple procedure • Requires students to demonstrate a rote response or perform a simple procedure

  7. DOK Level 2 Skill/Concept: Basic Reasoning • Requires mental processing beyond recall or reproducing an answer • Students must make some decisions about how to approach a problem • Cognitive demands are more complex than in Level 1 • Comparing and interpreting trends or patterns, describing cause/effect; interpret point of view

  8. DOK Level 3Strategic Thinking: Complex Reasoning • Requires planning, thinking, explaining, justifying • Cognitive demands are complex and abstract • Develop a logical argument, justify “how” and “why” with evidence; draw conclusions from observations; make connections across time and place

  9. The EOC Assessment Experience • To get a sense of what students will experience when taking a timed assessment, you will take a sample quiz that includes released EOC items. • http://www.online-stopwatch.com/large-stopwatch/ • Reflecting on the sample questions… Module 5 1

  10. Check your answers! U.S. History B B B D C D B B B D

  11. Types of MC Items Module 5 5

  12. Types of MC Items Module 5 6

  13. Interpreting Political Cartoons

  14. Interpreting Political Cartoons • What was the legacy of the era depicted in this nineteenth-century illustration? • The Emancipation Proclamation • Grandfather clauses and poll taxes • The Dred Scott v. Sanford and Plessy v. Ferguson decisions • Fugitive slave laws Thomas Nast “Worse Than Slavery” Oct. 24, 1874Harper’s Weekly Answer B DOK level 3

  15. Analyzing Multiple Choice Items • Standard: Identify the characteristics of social conflict and social change that took place in the early 1920s. • A researcher uses census data from 1900, 1910, and 1920 to identify foreign-born heads of working-class households in Pittsburgh, Pennsylvania. He discovers a high percentage of the same surnames in all 3 censuses. Using this information, he can propose generalizations about which topic? A. Consumer preferences B. Health conditions C. Immigration patterns D. Leisure activities

  16. How do you teach these skills? • What do you notice about these sample EOC items? • How do you integrate literacy skills into your class? • Strategies for teaching a variety of SS texts? • Reading and writing like a historian? • Text structure in SS? (pp. 241-242)

More Related