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K-12 Social Studies: Generalizations, Learning Activities, and Performance Tasks NCAGT Conference 27 Feb 2014 Winston-Salem, NC http://ssnces.ncdpi.wikispaces.net/
K-12 Social Studies: Generalizations, Learning Activities, and Performance
Tasks
NCAGT Conference
27 Feb 2014
Winston-Salem, NC
http://ssnces.ncdpi.wikispaces.net/
http://padlet.com/wall/aigles
NCDPI K-12 Social Studies Team
Section Chief
Fay Gore
@FayGore
K-12 Consultants:
Ann Carlock
@AnnCarlock
Justyn Knox
@JustynKnox
Dr. Steve Masyada
@SocialStudyMasy
Michelle McLaughlin
@MMClaughlin180
Program Assistant
Bernadette Cole
Session Objectives and
Learning Targets Objectives
Understand how to ensure
alignment of the standards,
generalizations, and instruction
to classroom performance
tasks.
Exemplify learning
experiences that will lead to
mastery of targeted
understandings
Learning Targets
articulate the process of
aligning learning experiences
to performance tasks for
effective Social Studies
instruction in North Carolina.
share all information and
resources from this session
with AIG leaders and teachers
within LEAs and schools.
Essential Standards
Crosswalks
Unpacking Documents
Key Terminology
Online Modules
Graphic Organizers
SS Update Webinars
SS Wiki Site
UN
PAC
KIN
G T
HE
STA
ND
AR
DS
Concept-Based Lesson
Planning
Online Resources
Classroom Assessment
Samples
Data Literacy
Unit Development
Planning & Design
Templates That Support
Unit Design
Aligning Classroom
Assessments
Disciplinary Literacy
DEV
ELO
PIN
G L
OC
AL
CU
RR
ICU
LA
INST
RU
CTI
ON
AL
DES
IGN
Phase I Phase II Phase III
Begin with the end in mind (KUD) and
work toward assessing for understanding.
Identify the desired results (KUD –
Know/Understand/Do).
Design meaningful performance
tasks that meet critical KUD’s.
Develop effective criteria to evaluate the
results.
Assessing for Understanding
K
U
D
http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series
Assessing Understanding
The best way to assess conceptual
understanding is by crafting a quality
performance task.
How does teaching with a
performance task in mind differ
from simply assessing for facts?
A Quality Performance Assessment Is…
Aligned with generalizations/essential
understandings
Authentic/Scenario/Simulation based
Designed to offer students options
Evaluated against clear criteria
Performance Task Template
[What]
The Topic: As one of a team of cultural anthropologists, analyze the interactions of
the early European settlers and American Indians.
[Why]
Generalization(s): Interaction between different groups may lead to cultural
diffusion.
[How]
Student
Performance: Research one aspect of early Native American Indian and
European culture (history, arts, religion, government, daily
living, land use...) before and after the interaction between the
groups. Drawing from your research, write a case study
describing the obvious impacts or influences that these
merging cultures have had on each other over time. As one
member of the anthropological team, present an insightful and
powerful speech to the state historical society, using visuals or
multi-media, detailing the positive and negative lessons to be
learned from the historical study of merging cultures.
Planning The Learning Experiences
For A Lesson
Learning Experiences:
Are developed after you have
designed the performance task
Are the content,
understandings and skills that
a teacher will need to teach
and students will need to learn
in order to effectively complete
the performance task.
Planning With The End In Mind
Performance Task Template
[What] Topic
[Why] Generalization(s)
[How] Student Performance
The End
Questions to Consider • Do your learning experiences align back to applicable
standards and clarifying objectives?
• Do the learning experiences allow students to engage in the
learning with experiences that would will prepare them to
meet the expectations of the ultimate performance?
A Learning Experience IS …
Work that allows the learner
to have direct experience with
a specific action, task, or
process that will prepare them
for the performance task.
A Learning Experience IS NOT…
The activity alone
A Learning Experience
Let’s View A Few Examples Activity Performance Generalization (What
Students Should
Understand)
• Recite from memory
key passages from the
Gettysburg Address.
• In a speech recite passages you have
learned from Lincoln’s Gettysburg
Address and tell why these passages
provide evidence to support the Address
being considered a watershed event in
American History.
• Watershed events mark
turning point in history.
• Design a graphic
organizer demonstrating
the U.S. system of
checks and balances.
• Design a graphic organizer
demonstrating the U.S. system of checks
and balances. Use the information in that
graphic organizer to write a defense as to
why they think the system of checks and
balances reflects American values and
beliefs.
• The values, beliefs, and
ideals of a country are
reflected in their laws and
political documents.
• Draw a Venn diagram
showing the
comparisons between
life as a Athenian citizen
and life as a Spartan
citizen.
• Draw a Venn diagram showing the
comparisons between life as a Athenian
citizen and life as a Spartan citizen. Use
this diagram to support a speech that
could be given to someone from ancient
Egypt whom you are trying to convince to
come live in Sparta or in Athens.
• People are often
introduced to new goods,
ideas and opportunities as
they move from one place
to another.
Example One
Example Two
Example Three
What’s on your handout?
Standards
Generalizations
Performance Task
Units are available at
http://ssnces.ncdpi.wikispaces.net/Unit+Plannin
g+and+Design
Practice As participants your task now is to craft deliberate
learning experiences that will lead students to
successfully demonstrating their knowledge,
understanding and skills of the learning.
Working with your partners, come up with appropriate
and deliberate learning experiences that align with the
standards, generalizations, and performance task!
Enter your ideas into the Padlet.
Share out
Information from the group sharing….Why did
you select these learning experiences?
Feedback from the groups… Is there anything
you feel might have been left out of the
deliberate learning experience that should have
been included?
Information from the group sharing…. Do you
have any other thoughts on what YOU did?
Reflection
On the card, please write one thing that you can
take away from today in relation to ways in which
you can work with your AIG students. Please also
include any questions that you may have, in
addition to your contact information (name and
email) so that we can be in touch!
