CKEC Social Studies Content Leadership Network

1. CKEC Social Studies Content Leadership Network FEBRUARY 27TH, 2014 JANUARY 28th, 2014 Today’s materials can be accessed at: www.debbiewaggoner.com/ jan-2014-social-studies.html

2. CKEC ISLN Facilitation Team

3. Welcome, Who is in the room? Burgin Independent School Over 100 years of Excellence

4. Norms Be an ambassador of “lifelong learning.” Show your enthusiasm for the work, support the learning of others, be willing to take risks, participate fully. Come to meetings prepared. Be on time, any preparations/ readings completed, with necessary materials. Be focused during meetings. Stick to network goals/ targets, use technology to enhance work at hand, limit sidebar conversations. Work collaboratively. All members’ contributions are valued and honored, seek first to understand, then be understood.

5. CKEC Social Studies Meeting IMPORTANT NOTES PINK Sheet If you have a tweet to share about any social studies related meetings or topics use #kyssnet in your tweet.

6. Today’s Agenda FEBRUARY 27TH, 2014 CKEC Social Studies - January 28th, 2014 Agenda -- Introduction to the Network, Four Pillars, Characteristics of a Network Participant -- CHETL/TPGES Framework for Teaching – Formative Assessment Strategies -- Thinking and Reading Like a Historian -- Change Agents in History and Today LUNCH -- Introduction to the C3 Framework -- Planning your Impact Inside Cover

7. Pillars again Pillars of Network Meetings… Network Foundations Professional Learning Kentucky’s Core Academic Standards Highly Effective Teaching and learning Assessment Literacy Leadership TPGES--Teacher Professional Growth and Effectiveness System Packet pg1

8. 1. Kentucky’s Core Academic Standards • How are you understanding & implementing • the standards in your classroom, school & district? • 2. Highly Effective Teaching and Learning • How are you emphasizing highly effective teaching and learning characteristics in your classroom, school & district? • 3. Assessment Literacy • How are you using formative/summative assessment to improve instruction & learning in your classroom, school & district? • 4. Leadership • How are you using the leadership capacity you are building to share information in your school & district? Packet pg1 Kentucky Department of Education Network

9. Characteristics of a Network Participant Target: I can describe my role as a teacher leader in my classroom, school and on the district leadership team. Activity: Find the large manila envelope; empty the contents on to the table. As a group, discuss and decide which descriptors (green or lavender) go under the appropriate characteristics (red or yellow). Reflect Individually: Why am I here (what is my role)? How do my individual strengths support this vision? What is my goal for participation in the Social Studies Leadership Network ?

10. Packet pg6

11. Packet pg6

12. NOT Packet pg7

13. Building Capacity • Develop Skills • Increase Knowledge • Use Resources to Develop a Plan to Meet Specific District Needs • Long Term Sustainable Model Packet pg5

14. Kentucky Leadership Networks… Take five minutes to skim the additional information about the Networksin General: --What Participants Need to Know pg2 --Update on Social Studies in Kentucky pg3-4 --Capacity Building vs Train the Trainer pg5 Reflect Individually: Why am I here (what is my role)? How do my individual strengths support this vision? What is my goal for participation in the Social Studies Leadership Network?

15. Felicia’s Intro Associate Commissioner Felicia Smith http://media.education.ky.gov/video1/On-Demand2014/F_Smith_1-7-2014.mp4

16. Characteristics of Highly Effective Teaching & Learning “I’ll know it when I see it…” At your table: Describe a teacher you remember. --What made the teacher/class memorable? --What characteristics did this teacher have that you admire? --Was this teacher more effective in presenting content? --How was his/her teaching different from other teachers? anyone anyone TARGET: I can provide information concerning the components and utility of Kentucky’s Characteristics of Highly Effective Teaching & Learning.

17. KDE - Characteristics of Highly Effective Social Studies Teaching & Learning 1-Learning Climate 2-Classroom Assessment & Reflection 3- Instructional Rigor & Student Engagement 4-Instructional Relevance 5- Knowledge of Content

18. Assessment Literacy – CHETL/Social Studies Packet pg8

19. Overview of the Framework for Teaching Packet pg8

20. TPGES – Framework for Teaching Packet pg10-11

21. 3D – Using Assessment in Instruction Packet pg10-11

22. https://www.teachingchannel.org/videos/teaching-slavery Record evidence you see related to assessment throughout the video Questions to Consider – I think… We Think… What makes the word sort an effective warm-up? How does Ms. Wicketts plan her lesson around the needs of her students? How does Ms. Wicketts prepare her students for reading and writing about Harriet Tubman? Slavery in America: Building Background Knowledge Packet pg12&13

23. Formative Assessment Strategies Packet pg14 Discuss at your table: Find one of the strategies you have used in your classroom. Briefly describe how it went and what you liked about using it with students. Find one strategy you will try in your classroom before our next meeting in February.

25. First Word – Last Word Use the first letter of each word to begin a sentence or statement about what this concept CHANGE AGENT means…. C - _____ H - _____ A - _____ N - _____ G - _____ E - _____ A - _____ G - _____ E - _____ N - _____ T - _____ Packet pg15

26. C3 Framework –Kathy Swan, Ph.D. Lead Writer C3 Framework

27. ? ? ? ? ? ?

28. Instructional Shifts of the C3* Rough Draft Version *Under Construction: Hot off the Presses! Social Studies teachers will need to: • Craft questions that matter. • Create and maintain a learning environment to support inquiry. • Integrate content and skills meaningfully (reconcile the breadth/depth debate). • Become explicit (clear) about disciplinary literacy outcomes and practices. • Get serious about civic life/informed action.  

29. *LA County Office of Education C3 Webcast • *Dr. Kathy Swan's "Achieving the C3: An exploration into 21st century social studies" Debbie Waggoner KDE/CKEC debbie.waggoner@education.ky.gov www.debbiewaggoner.com

30. Instruction Curriculum Teacher Development Assessment Kentucky Leadership Networks for Social Studies KCAS SS and Literacy in History/SS + FRAMEWORK ≠STANDARDS

31. Picture Prediction: Based on the symbols included in this graphic, predict what you think might be the critical components of the C3 framework.

33. D1

34. DIMENSION ONE: Developing Questions and Planning Inquires pg23 • Constructing Compelling Questions pg24 • Constructing Supporting Questions pg25 • Determining Helpful Resources pg25

35. D2

36. DIMENSION TWO: Applying Disciplinary Concepts and Tools pg29 • CIVICS pg31 • ECONOMICS pg35 • GEOGRAPHY pg40 • HISTORY pg45

37. D3

38. DIMENSION THREE: Evaluating Sources and Using Evidence pg53 • Gathering and Evaluating Sources pg54 • Developing Claims Using Evidence pg55

39. D4

40. DIMENSION FOUR: Communicating Conclusions and Taking Informed Action pg59 • Communicating Conclusions pg60 • Critiquing Conclusions pg61 • Taking Informed Action pg62

41. Additional Resources C3 Framework – Flyer pg36-37 C3 Overview – pg38 Take Time to Reflect….

42. Sign-Up for my Remind 101 Class: https://www.remind101.com

43. Thinking Like a Historian

44. Thinking Like A Historian… Reading Like a Historian Overview Video http://youtu.be/wWz08mVUIt8 The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents designed for groups of students with diverse reading skills and abilities. Reading Like a Historian Curriculum Website: http://sheg.stanford.edu/rlh

45. Thinking Like A Historian Say Something protocol on page 16 Read page 17-18 – then say something to your partner Read page 19-20 – then say something to your partner

46. Reading Like A Historian resources Packet pg21-22

47. What makes risks worth taking? Security is mostly a superstition. It does not exist in nature, nor do the children of men as a whole experience it. Avoiding danger is not safer in the long run than outright exposure. Life is either a daring adventure, or nothing. To keep our faces toward change and behave like free spirits in the presence of fate is strength undefeatable. --Helen Keller http://youtu.be/4z7gDsSKUmU

48. List-Group-Label Directions Who is our spotlight “Agent of Change”? • Group the words listed by some shared characteristics or commonalties. • Decide on a label for each group. • Try to add words to the categories on the organized lists. • Share your thinking. • Who is our spotlight “Agent of Change”?

49. List-Group-Label Packet pg22b

50. Rosa Parks … An Agent of Change With your shoulder partner, retell the story of Rosa Parks. Discuss how the actions of this individual left a lasting impact on society as a whole.