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World Cultures: Planning for STAAR Success

Required PD, October 29, 2012
by

Steve Simpson

on 9 January 2013

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Transcript of World Cultures: Planning for STAAR Success

Contemporary World Cultures:
Planning for STAAR Success Monday, October 29, 2012 Steve Simpson Today's Objectives Unpack select World Cultures'
standards using a template,
consider the cognitive level
of the TEKS,
and by writing a
conceptual generalization. Differentiate between
topics and concepts
by brainstorming course concepts that relate to images
on a provided unit collage. Evaluate your mental map
and discuss the importance
of students engaging in mental map exercises
to increase their geo-spatial understanding. Consider concepts and skills vital for student success in WG
by discussing essential
areas of need
and "mantras" of
critical questions. Vocabulary Acquisition MARZANO FRAYER FOUR
CORNERS CONCEPT
WALL Six Step Process:
Provide a description, explanation, and/or example of the new term
Students restate the definition in their own words
Students construct a picture, symbol, or graphic that represents the term
Build
Review
Play Student writes:
The term
The definition
Characteristics
Examples
Non-examples Student writes:
The term
The definition
A sentence
An illustration A collection of academic vocabulary terms
(paired with illustrations)
posted in a classroom AND
continuously referred to Which to choose? Why not take the best
components of each and synthesize them together into a new method? Students must construct their own meaning
Students are visual learners
Students need the opportunity to collaborate A Stark Reality Copying a definition from a book, or doing a definition-matching worksheet, does little to engage or prepare students for STAAR Take the Best Definition in student's words
Examples / Non-examples
Illustration
Share & Discuss
Word Wall Leave the Rest Rote memorization
Copying definition word for word
No discussion
No application
No recall TERM DEFINITION IN STUDENT'S OWN WORDS EROSION is the wearing away of rock and other material on the Earth's surface by forces like water, ice, and wind EXAMPLES: THE GRAND CANYON
THE WHITE CLIFFS OF DOVER
FJORDS
DESERT ARCHES NON-EXAMPLES: PLATE TECTONICS
SOIL-BUILDING Students need to discuss and explain their processing with their classmates
Good illustrations should be celebrated and shared
Concept wall contests should be held
Quality examples should be referred to repeatedly while it's not always pleasant,
we must remember: learning is noisy,
death is quiet students make meaning
by discussing concepts
with their peers Practice Time the spreading of ideas and/or products
from one culture to another ILLUSTRATION Two years ago, the AISD Social Studies Dept. and teachers identified a series of mental map locations that each course-level would "own," i.e. those teachers committed to adding selected locations to their students' mental maps . . . This is the 6th Grade list . . . The 6th grade map . . . The WG map . . . The K-11 map . . . Anything you can do to improve
your students' spatial understanding
of locations on the Earth will help
students in World Geography (and in life!) Substitute "Characteristics" for "Non-examples"
if it works better for students . . . CULTURAL
DIFFUSION Scroll down . . . Thank you for your
attendance and participation today! Stephanie Baird Mandy Gent Kathy Riggle Mental Map Exercise On a blank piece of paper . . . . . . draw your "mental map" of Europe . . . . . . you have
5 minutes . . . Good
luck! Show respect for others’ opinions
Listen while others are speaking
Actively and honestly participate
Answer emails / calls / texts during breaks
Accept your individual opportunities and responsibilities by remaining focused
Assume positive intent
Trust the process, even if it becomes uncomfortable NORMS The 6th Grade Contemporary World Cultures
course standards (TEKS) must be the starting point for your instructional decision making. Unpacking the TEKS The Purpose The Process Unit Overview Unpacking focuses instruction on: the cognitive level of the verb(s)
key concepts (stated explicitly or implied)
the context in which content is to be addressed
other content-driven vocabulary Why "Unpack"? When previewing upcoming curriculum,
unpack essential standards (TEKS) by:

Circling the verb(s) found in the Student Expectation
Underlining key, explicitly stated concepts (or identifying implied concepts)
Boxing the context
Noting other content vocabulary So, what are the geographic factors that are responsible for the location of economic activity that students should be able to identify and explain? - Climate (physical geo.)
- Topography (physical geo.)
- Natural resources (fresh water, fertile soil, minerals, fossil fuels) (physical geo.)
- Likelihood of natural disaster (physical geo.)
- Population density (human geo.)
- Transportation and communication infrastructure (human geo.) Consider the Definitions Match the six most common verbs found in the CWC standards with their definitions . . . . . . then reflect on this question: "Am I providing students with opportunities to learn at the levels demanded by the standards?" Now it's your turn to unpack: Consider this WG standard. Why might WG teachers need your assistance? With your copy of Unit 3
and with a partner,
please unpack at least two
additional "Focus Standards"
from a topic(s) of your choosing. Unit 3 Preview / Review Collage - Climate (physical geo.)
- Topography (physical geo.)
- Natural resources (fresh water, fertile soil, minerals, fossil fuels) (physical geo.)
- Likelihood of natural disaster (physical geo.)
- Population density (human geo.)
- Transportation and communication infrastructure (human geo.) These concepts could be taught in any world
region and with various topical examples . . . TSU that climate, access to natural resources, and the presence of adequate human infrastructure most often determine the levels and locations of economic activity. TSU that most European countries enjoy industrial and post-industrial economies because they have access to natural resources and a strong transportation network. Universal & Timeless No personal or proper nouns
No pronouns
No past tense
Must have at least two concepts
May need a qualifier (often, frequently, sometimes, etc.) The Rules for Writing Generalizations The most powerful generalizations address
how / why the statement is true and the "so what?" Brainstorm as many concepts you can that relate to these images.
Place each on a post-it note, then stick concepts to the appropriate images. Applications? STAND UP - HAND UP - PAIR UP // TIMED THINK, PAIR, SHARE Why Is It There? Where is it located? What is significant about its location? How is its location related to the location of other people, places, and environments? THE MANTRAS Asking students to think like
geographers is essential to their
understanding of course concepts. How Can WC Teachers Support Success in World Geography? Physical Geography & Physical Processes
Economic Activity and Its Relationship to Physical Geography
Population Distribution and Movement and Their Relationship to Physical Geography
Cultural Traits of Major World Regions
Diffusion and Its Impact
H.E.I.
Map Skills
Mental Map
The Mantras Areas of Critical Need: This document is available
on Curriculum Central. Please take a 10 minute break Debrief this activity
at your table: Benefits?
Challenges?
Questions? Critical Considerations http://www.nystromworldatlas.com Pacing Depth Coverage The Purpose 40 Items
First Semester Curriculum (Units 1-3)
January 24th
Two Hour Test Administration The Process: Mental Map Exercise On a blank piece of paper . . . . . . draw your "mental map" of Europe . . . . . . you have
5 minutes . . . Good
luck! Evaluate the quality
of this professional development session by
completing a session evaluation. Evaluate your mental map
and discuss the importance
of students engaging in mental map exercises
to increase their geo-spatial understanding. Participate in a
Nystrom Our World Today map exercise related to the
economic and political
benefits of the
European Union. Sample Questions Utilize the World Cultures curriculum document to identify an assessable standard
Unpack the standard (TEKS)
Write the assessment item
Verify its quality / reasonableness / alignment through peer editing
Finalize test and submit to Testing Office Now compare this
mental map of Europe
with the map you sketched
at the beginning of
the session. With a neighbor,
discuss how your
map improved. Questions? Participants will . . . Participate in a modified
mapping lab lesson
from World Cultures Alive! Understand the process
followed by the Social Studies
Department when writing curriculum assessments
and discussing three
sample test items. Kilgo Method ELL Strategies? In which of the four physical environments would you and your group choose to build a factory?
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