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352: Elementary and Middle School Social Studies Methods Feedback for Literature Performance: Brittany Balash October 2011 Outcomes The candidate selects an engaging work of childrens literature identified as notable books for social studies instruction and effectively aligns this work with the state and national content standards. (Developing a Global Perspective, Conceptualization, WTS 1) The candidate designs multiple learning experiences inspired by the work to engage children in rigorous, developmentally appropriate social studies learning. (Problem Solving, Coordination, Diganosis, WTS 2 3 8) The candidate engages audiences in the literature by reading animatedly, making good eye contact, and effectively communicating the key ideas of the work. (Communication, WTS 6) The candidate facilitates a discussion of the literature performance with her peers and is open to feedback to improve her practice. (Valuing, Integrative Interaction, WTS 9)
PLANNING: ESTABLISHING A BALANCED INSTRUCTIONAL FOCUS How do the plans support student learning of developmentally appropriate1 analytic reasoning skills in history or social science?
Level 1: Minimal The standards, learning objectives, learning tasks, and assessments either have no central focus or a onedimensional focus (e.g., solely on facts or planning activities that do not engage students in the use of analytic reasoning skills). Level 2: Emerging The standards, learning objectives, learning tasks, and assessments have an overall focus that is primarily onedimensional (e.g., learning facts or a singular interpretation of a topic in history/social science). The focus provides students an opportunity to use facts and concepts to make interpretations or judgments about a topic in history or social science. Level 3: Proficient Learning tasks or the set of assessment tasks focus on multiple dimensions of history-social science learning through clear connections among facts, concepts, interpretations, and judgments about a topic in history or social science. A progression of learning tasks and assessments is planned to build understanding of the central focus of the learning segment. Level 4: Distinctive Both learning tasks and the set of assessment tasks focus on multiple dimensions of historysocial science learning through clear connections among facts, concepts, interpretations, and judgments about a topic in history or social science. A progression of learning tasks and assessments guides students to build deep understandings of the central focus of the learning segment.
PLANNING: MAKING CONTENT ACCESSIBLE How do the plans make the curriculum accessible to the students in the class?
Level 1: Minimal: Plans refer to students experiential backgrounds2, interests, or prior learning3 that have little or no relationship to the learning segments Level 2: Emerging Plans draw on students experiential backgrounds, interests, or prior learning to help students reach the learning segments standards/objectives. Level 3: Proficient Plans draw on students prior learning as well as experiential backgrounds or interests to help students reach the learning segments Level 4: Distinctive All components of Level 3: Proficient plus: Plans include wellintegrated instructional strategies that are tailored to
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Both the content and skills that are the focus of the learning segment should be appropriate for the grade level taught (K-2; 3-5; 6-8). Cultural, linguistic, social, economic In or out of school
standards/objectives. OR There are significant content inaccuracies in plans that will lead to student misunderstandings.
Plans for implementation of learning tasks include support4 to help students who often struggle with the content.
standards/objectives. Plans for learning tasks include scaffolding or other forms of structured support5 to provide access to grade-level standards/objectives.
PLANNING: DESIGNING ASSESSMENTS What opportunities do students have to demonstrate their understanding of the standards/objectives?
Level 1: Minimal There are limited opportunities provided for students to learn what is measured by assessments. OR There is a significant mismatch between one or more assessment instruments or methods and the standards/objectives being assessed. Level 2: Emerging Opportunities are provided for students to learn what is assessed. It is not clear that the assessment of one or more standards/objectives go beyond surface-level understandings. Level 3: Proficient Opportunities are provided for students to learn what is assessed. The assessments allow students to show some depth of understanding or skill with respect to the standards/objectives. The assessments access both productive (speaking/writing) and receptive (listening/reading) modalities to monitor student understanding. Level 4: Distinctive All components of Level 3: Proficient plus: Assessments are modified, adapted, and/or designed to allow students with special needs opportunities to demonstrate understandings and skills relative to the standards/objectives.
Comments:
You
chose
a
book
called
"Flygirl"
about
Ida
Mae,
an
African
American
pilot
and
her
story.
She
was
an
experienced
pilot
(though
not
yet
licensed),
and
she
lied
about
her
race
in
order
to
join
the
women's
air
force
services.
You
appreciated
how
the
book
referred
to
actual
events
from
history
including
other
women
pilots
of
the
era.
You
described
different
ways
to
engage
learners
through
images,
other
media,
as
well
as
accessing
recordings
of
the
presidential
speech
about
Pearl
Harbor.
You
connected
the
book
to
maps
and
geography,
as
well
as
to
issues
of
social
prejudice
(including
those
that
persist
to
this
day.)
You
described
that
you
would
have
students
divide
up
into
groups,
investigate
each
of
the
planes
that
are
mentioned
in
the
book
(which
might
connect
to
student's
interests
in
video
games.)
You
would
have
students
write
letters,
just
as
Ida
Mae
does,,
integrating
the
themes
of
the
book
into
formal
letter
writing
and
genre
work
in
English
language
arts.
Your
second
book,
"Newsgirl,"
addresses
a
girl's
work
to
"pass"
as
a
boy
in
order
to
be
taken
more
seriously.
You
appreciated
the
connections
between
each
of
the
books,
identifying
choices
that
individuals
make
that
don't
connect
with
parental
or
societal
expectations.
You
shared
how
much
you
learned
about
San
Francisco
in
the
1950's
(which
you
describe
as
being
the
time
of
the
Gold
Rush,
though
that
was
more
the
1850's
than
1950's).
You
said
you
would
ask
students
to
discuss
how
they've
changed
in
order
to
fit
in
or
effect
change.
You
connected
it
as
well
to
ballooning,
and
said
students
could
create
their
own
newspaper
or
digital
artwork.
Your
peer
feedback
suggested
that
you
could
have
male
pilots
explored
as
well.
Discussion
addressed
ways
to
broaden
children's
experience
through
literature.
As
teachers
have
time
to
plan
together,
they
can
make
a
case
for
why
to
include
different
perspectives
in
the
curriculum.
People
discussed
ways
to
supplement
the
required
curriculum
with
social
studies
themes
as
well
as
English
language
arts.
4 5
Such as strategic groupings of students; circulating to monitor student understanding during independent or group work; checking on particular students. Such as multiple ways of representing content; modeling strategies for interpreting primary sources or history-social science data; providing graphic organizers, rubrics, or sample work.