Post on 14-Dec-2015
transcript
Unpacking the TEKS/EOC
Give Me the Right Strategies
I Can Teach the World
Merry LobrechtMerry.lobrecht@embarqmail.com
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?
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?
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 makePrimary, 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.
How Can You Use This
in Your Class?
How can you modify these lessons to meet the needs of all of your students?
Strategies to Improve Learning
• Motivate• Games• Gather Data• Background Knowledge• Opportunities to Write• Controversy• Active Involvement• Compare/Contrast
Conversation Strategies
Answers Critical QuestionsThink/Pair/ShareFocused DiscussionSticky-note DiscussionRead-and-Say-SomethingJigsaw Read
TEKS Vocabulary Critical
TEKS Revisions
Interpret TEKS Revisions: Knowledge & Skills, Student Expectations
Major ConceptsWhat are the VERBS (Blooms)
What are examples that teach this TEKS
15
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
Fewer, Clearer, Deeper
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
Higher: More items must be answered
correctly for score to be proficient
Tested every year
TEKS
Assessed Across years
Deeper: More questions pertaining
to each of the Readiness TEKS than was true of
TAKS
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.
Deeper
Blueprint Geography EOC
OBJECTIVES NUMBER OF ITEMS
Category 1: History, Government, Citizenship
14
Category 2: Geography 26
Category 3: culture 14
Category 4: Economics, Science, Technology, Society
14
Readiness Standards 60-65% 41-44
Supporting Standards 35-40% 24-27
Total Number of Items 68
Making Global Connections
Students demonstrate the interconnectedness of global issues and solutions through a kinesthetic exercise using global issue cards.
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
VisualVisual LiteracyLiteracy
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
Hungry Planet/ Material World
Analyze a photo Primary Source
What Do You Know About Different Cultures?
These photos were taken in different countries around the world.
Student Quest: Critical Thinking Questions
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?
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?
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
Map Relay RaceMap 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.
Review the Strategies
Social Studies Strategies21st Century StrategiesMarzano’s Strategies Which Strategies did we use today?
“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
Student Success
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.