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Unpacking the TEKS/EOC

Unpacking the TEKS/EOC. Give Me the Right Strategies I Can Teach the World. Merry Lobrecht Merry.lobrecht@embarqmail.com. Thinking Like a Geographer 6 Essential Elements of Geography. Location : The world in spatial terms. Where might this place be located?

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Unpacking the TEKS/EOC

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  1. Unpacking the TEKS/EOC Give Me the Right Strategies I Can Teach the World Merry Lobrecht Merry.lobrecht@embarqmail.com

  2. Thinking Like a Geographer6 Essential Elements of Geography • Location: The world in spatial terms. Where might this place be located? • Places and Regions: What is special about this place? What makes it different from other places? How is this place like others near or around it? • Physical Systems:What physical processes shape the features and patterns of the place? What is the weather/climate like?

  3. Human Systems: How might people, goods, and ideas travel into and out of this place? • Environment and Society: How have people affected this environment? How might this environment affect people? • Uses of Geography:How do physical and human features influence historical, current, or future events?

  4. Geography Artifacts • Geographer:WHERE,WHY • Historian:WHEN, Technological development • Economist:COST, Craft Urban development • Scientist:MATERIALS, TOOLS • Sociologist:PEOPLE, Education- art or music

  5. Acting as an Amateur Geographer • Understanding Economic Systems 5B, 11A • Tapping Background Knowledge: • What do you need to make a pencil? Primary, Secondary, • Tertiary, Quaternary Economic Activities • Content Frame: Student pairs brainstorm • their own examples of economic activities that make • Primary, Secondary, Tertiary, Quaternary classifications • Compare Content Frames: Activities that make up • Primary, Secondary, Tertiary, Quaternary classifications. • Amateur Geographers search Human Development Index. • Students complete economic charts.

  6. Human Development Index Report HDI • Measure development by combining indicators of: • life expectancy, education, and income. • Frame of reference for both social and economic development.

  7. How Can You Use This in Your Class? How can you modify these lessons to meet the needs of all of your students?

  8. Strategies to Improve Learning • Motivate • Games • Gather Data • Background Knowledge • Opportunities to Write • Controversy • Active Involvement • Compare/Contrast

  9. c Comparing Classifying Analogy Metaphor : : ?

  10. Conversation Strategies • Answers Critical Questions • Think/Pair/Share • Focused Discussion • Sticky-note Discussion • Read-and-Say-Something • Jigsaw Read

  11. TEKS • What Teachers Need to Know • EOC Success • TEKS Connections to Instruction • TEKS Vocabulary is Critical

  12. TEKS Vocabulary Critical Interpret TEKS Revisions: Knowledge & Skills, Student Expectations Major Concepts What are the VERBS (Blooms) What are examples that teach this TEKS TEKS Revisions

  13. EOC Assessments Freshman class of 2011–2012 is first group to have EOC as a graduation requirement All 12 EOC assessments will be operational in 2011–2012 15

  14. Fewer, Clearer, Deeper Higher: More items must be answered correctly for score to be proficient Assessed Across years Narrower: Core of non-negotiable TEKS, called “Readiness TEKS” covered on every administration, with remaining TEKS, called “Supporting TEKS” cycling in and out over time Tested every year TEKS Deeper: More questions pertaining to each of the Readiness TEKS than was true of TAKS

  15. Deeper • Tests will contain a greater number of items that have higher cognitive complexity levels. • Items will be developed to more closely match the cognitive complexity level evident in the TEKS VERBS • In social studies, process skills will be assessed in context, not in isolation, which will allow for a more integrated and authentic assessment.

  16. Blueprint Geography EOC

  17. TEKS Vocabulary is CRITICAL

  18. Making Global Connections Students demonstrate the interconnectedness of global issues and solutions through a kinesthetic exercise using global issue cards.

  19. Seeking AsylumSides Debate Through simulation, students experience the difficult choices and struggles facing refugees and internally displaced persons when they are forced to leave their homes. Students learn about the root causes of refugee and IDP crises. • Informal Debate: should we allow more refugees in? • Human Opinion Line • Family groups of 4 • What 5 items do you take with you? • Read scenarios UN asylum • 1 family permanent residency

  20. Window Pane • Catch student interest-fold paper into ‘windows’ • Main points- supportive details

  21. VisualLiteracy • Divide and Conquer • Photo, Primary Source, Map, Chart, Graphs • OPTIC:overview, parts, title, interrelationships, conclusion • Divide picture into quarters or columns • Discuss main idea, details, compare/contrast • Create or read title, draw conclusions

  22. Hungry Planet/ Material WorldAnalyze a photo Primary SourceWhat Do You Know About Different Cultures? Student Quest: Critical Thinking Questions These photos were taken in different countries around the world.

  23. Bhutan • Subsistence farming • New electricity

  24. What is the primary food group this family consumes? • What food groups are less abundant in this photograph? • Why do you think this might be the case?

  25. Compare the Namgay family’s diet to that of a typical family in your community. • What types of food items that many American families consume are absent from this photograph? • Why do you think this might be the case?

  26. United States • Global trendsetter • “Junk food” • Many Americans trying to watch their diet

  27. Sticky Note Review • Write review questions or main points on individual post-it notes • Place sticky notes on the correct place on the reading, map, primary source • Use the information on the sticky notes to review

  28. Map Relay Race • Number the countries • Place a letter of the alphabet on physical features • Student groups number and letter blank sheets of paper and compete to complete their paper correctly first.

  29. Review the Strategies • Social Studies Strategies • 21st Century Strategies • Marzano’s Strategies • Which Strategies did we use today?

  30. Student Success “The best hope of increasing achievement for our students lies in the amount and degree of engagement in learning that we can orchestrate.” Curriculum Architecture, Hawkins and Graham

  31. Reflections

  32. Ticket OUT • Ticket Out or Ticket IN • Rules: • Each student must give a ‘ticket out’ before leaving class. • A ticket may be anything that was discussed during the class period: definitions of words, location of cities or countries, examples of items discussed in class, etc. • No one may repeat what has already been said. For example: two students cannot define the same word or give the same example. • It is your choice on whether or not they may look at notes or textbook. • When to use ‘Ticket Out’: • During last 5-8 minutes of class • Change it to ‘Ticket In’ and use as a review for the first five minutes of class. • Rationale: • It gives every student the opportunity to respond and be involved at least one time during the class period. • It makes students responsible for responding at least once a class period.

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