1 / 21

Partnerships: Red Clay & Christina School Districts

Teaching American History Grant’s Freedom Project Turning Points and Learning Points in American History. Partnerships: Red Clay & Christina School Districts University of Delaware’s Center for Teacher Education. Acknowledgements (national). United States Department of Education.

dwight
Download Presentation

Partnerships: Red Clay & Christina School Districts

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Teaching American History Grant’sFreedom Project Turning Points and Learning Points in American History. Partnerships: Red Clay & Christina School Districts University of Delaware’s Center for Teacher Education

  2. Acknowledgements(national) • United States Department of Education. • Teaching American History Grant Award. • $997,646 over 3 years

  3. Acknowledgments(Local) • Becky Reed rebecca.reed@redclay.k12.de.us Supervisor of Social Studies & Project Co-Director. • Portia Tysontysonp@christina.k12.de.usSocial Studies Supervisor.

  4. Other Partners • Gilder Lehrman Institute of American History. • Delaware Historical Society. • Delaware Public Archives. • Office of Educational Technology. • Center for Effective School Practices – Rutgers University.

  5. Goals Improve instruction. Increase student achievement.

  6. Foci Deepen teachers’ content knowledge. Identify and counter student misconceptions.

  7. Benefits to Participants • Graduated stipends ($1300 for 1st year; then $1500 and $1700). Receive after summer institute and all requirements are met. • $150 for participation in 3 after school PLC meetings. • Guest presenters provided by Gilder Lehrman Institute of American History. • $500 in annual resources. • Lesson study (including release time to observe). • Food. • Primary source materials (US & Delaware). • Lectures by renowned historians & researchers in the areas of historical thinking study (e.g. Peter Kolchin, George Rable, Abby Reisman, Sam Wineburg). • Opportunities for graduate credit (limited subsidies - $10k per year). • Advanced placement professional development (4 teachers from Red Clay & Christina each year).

  8. Requirements • 1 year of participation (2 weekend workshops, 1 summer institute, 3 PLC meetings). • Participation in lesson study. • Participation in evaluation plan (details on next slide and handout). • Textbook readings. • Field test research lessons & contribute student work samples (before & after).

  9. Optional Events • November 1: Tom Childers (Penn) WWII & • November 8: Susan Schulten (Denver) Mapping the Nation. • December 14-16: Williamsburg Trip. • March 15: Sam Wineburg (Stanford History Education Group).

  10. Evaluation Plan • Teacher pre-post tests (only those who started in Year 1…sorry :( • Student pre-post tests (participants’ and their comparisons’ each year). • Resource survey (each year). • Observations (each year). • State test scores (history). • Fidelity – attendance, completing assignments. NOTE: This is PROGRAMMATIC evaluation. You are not be evaluated or reported on. The program is. Question – is the program having an effect?

  11. Surveys Student Pre-Tests • Codes included in Excel document with teacher codes. • Type in students names and store securely for post-test. • Take ideally before 1st workshops (no later than Oct. 26 at 5 p.m.). • Recruit a non-participating colleague who is willing to have his or her students serve as a comparison. Resource Survey • Use same code number. • Take during summer institute.

  12. Baseline Observations • Will be conducted sometime in the near future. • Klonda Speer (CESP-RU) will be contacting some of you by e-mail to set up. • Follow-ups in the spring.

  13. Contributions to Your Profession • Unearth student misconceptions (about content and history). • Develop a progression model. • Create lessons and metacogntive tools that counter the misconceptions.

  14. Cohort A: Workshops & Institutes See http://www.tahfp.udel.edu/schedule/ for schedules and itineraries.

  15. Cohort B: Workshops & Institutes See http://www.tahfp.udel.edu/schedule/ for schedules and itineraries.

  16. Freedom Why this Theme? “No idea is more fundamental to Americans’ sense of themselves as individuals and as a nation than freedom.” Eric Foner 2005 Professor of History, Columbia University

  17. Lesson Study • Join a lesson study group. • Select a “research lesson.” • Meeting 1: Work with your group to design your research lesson. • Meeting 2: one volunteers to teach, the others observe & record student responses. Substitutes paid for. See instructions on next page & website. • Meeting 3: meet to revise the lesson based on field testing. Stipends: You may get paid $50 for each 2 hour meeting but they must occur AFTER school hours to get paid. Teaching American History Grant’s Freedom Project

  18. Substitute Instructions

  19. Notification Required

  20. Evaluation: Year 2 Findings • See Executive Summary in binders. • Lingering Issues • “too many teachers and students fail to take both pre and post tests • “fail to enter valid ID numbers.”

  21. Evaluation – Key Points Positives • Perceptions of resources received. • Improve instruction. • Improved attention to standards. • Teacher content knowledge – open ended items +++. • Teacher content knowledge – goals achieved (you v comparison teachers). • Student achievement – multiple choice met goals. Negatives • “too many teachers and students fail to take both pre and post tests • “fail to enter valid ID numbers.” • Teacher content knowledge – multiple choice items ---. • Student achievement – scores “so low on [open ended] items…that scores are meaningless.” • Student achievement – “intervention has had little apparent effect…on open ended items.

More Related