Thomas Jefferson

1. “If a nation expects to be ignorant and free in a state of civilization, it expects what never was and never will be.” Thomas Jefferson

2. Classroom Walkthrough Training in the Social Studies Clare-Gladwin RESD January 5, 2006

3. Introductions • Name • Major • Have you taught any of the social studies? • What grade level do you currently work with? • Have you had the opportunity to work with any other grade level?

4. Norms • Actively Listen • Participate fully • Take information seriously • Seek Application • Ask for clarification

5. Begin with the end in mind.What Teachers Need to Know to Help Their Students Succeed in Social Studies • How is Social Studies Assessed? • What is the Curriculum content? • Are the instructional strategies aligned? • Three minutes to walk through: What am I looking for? • Tools of the trade • Best Practices • Reflection

6. How is Social Studies Assessed? MEAP Michigan Merit Exam Common Assessments Quarterly Assessment Interim / Formative assessments

7. 6th grade social studies MEAP • Can cover all Michigan history • American history through 1792 • 10 multiple-choice items each of History, Geography, Civics, and Economics • 7 multiple-choice items of Inquiry (1 five item cluster and one item in each Decision-Making) • Two persuasive essays (one is field test)

8. 9th grade social studies MEAP • American history 1763-1900 • 10 multiple-choice items each of History, Geography, Civics, and Economics • 7 multiple-choice items of Inquiry (1 five item cluster and one item in each Decision-Making) • Two persuasive essays (one is field test)

9. 11th grade (MME) assessment • American History: 1890-Current (Age of Imperialism) • 10 multiple-choice items each of History, Geography, Civics, and Economics • 7 multiple-choice items of Inquiry (1 five item cluster and one item in each Decision-Making) • Two persuasive essays (one is field test)

10. What is the Curriculum content? Michigan Curriculum Frameworks Coming Soon Social Studies GLCEs and HSCEs

11. Social Studies Content Standards and Benchmarks I. Historical Perspective II. Geographic Perspective III. Civic Perspective IV. Economic Perspective V. Inquiry VI. Public discourse and decision making National Council for the Social Studies Michigan Council for the Social Studies

12. Historic Perspective • History Timeline • 4th grade all of Michigan • 5th grade beginnings-1791 • 8th grade 1763-1900 (The first unit limited to the development of constitutional ideas; in other words, don’t re-fight the revolution) • High School 1890 (Imperialism) to present Michigan Council for History Education National Center for History in the Schools

13. History Themeshttp://www.michiganepic.org/historythemes/index.html • Comparative History of Major Developments • Social and Political Interaction • Civilization, Innovation and Cultural Diffusion • Human Environment Interaction • Values, Beliefs, Ideas and Institutions • Conflict and Cooperation

14. Geographic Perspective • Location • Asking geographic questions • Place • Acquiring geographic information • Human/Environment Interactions • Analyzing geographic information • Movement • Answering geographic questions • Regions • Organizing Geographic information Michigan Geographic Alliance “My Wonderful World”

15. Civic Perspective • Core Democratic Values • Life • Liberty • The Pursuit of Happiness • Justice • Common Good • Equality • Truth • Diversity • Popular Sovereignty • Patriotism

16. Civic Perspective • Constitutional Principles • Rule of Law • Separation of Powers • Representative Government • Checks and Balances • Individual Rights • Freedom of Religion • Federalism • Civilian Control of the Military

17. Economic Perspective • The 6 Core Economic Principles • People Choose • All Choices involve cost • People respond to incentives in predictable ways • Economic systems influence individual choices and incentives • Voluntary trade creates wealth • The consequences of choice lie in the future. Michigan Council for Economic Education

18. Inquiry • Informational Processing • Locate, Acquire, Organize, Interpret, Use and Develop • Conducting Investigations • Pose a question, gather and analyze, construct an answer, and report. Relate these terms to Bloom’s Taxonomy

19. Public Discourse and Decision Making • Identifying and Analyzing Issues • Pose a question, compare, explain, evaluate, state, trace, and generate. • Group Discussions • Engage • Persuasive Writings • Compose, and compare Consider categories of instructional strategies. (pg 9 of Classroom Walkthrough Training by Kathy Larson)

20. What does a social studies classroom look like? • Classroom arrangement • Location of the teacher desk/presentation area • Research area • Soft light and plant (Susan Kovalik) • Posted Norms • Standards • Tools in the classroom • Globe • Flag(s) • Maps • Calendar • Internet access

21. Are the instructional strategies aligned? Best Practices

22. 9 research basedInstructional Strategies • Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing recognition • Homework and practice • Nonlinguistic representations • Cooperative learning • Setting objectives and providing feedback • Generating and testing hypotheses • Questions, cues, and advance organizers

23. Internet Access in the Classroom • Immediate access • Project based • Just in time • Instruction for the instructor • Teachers teaching teachers

24. Three minutes to walk through: What am I looking for? Tools of the tradeBest Practices

25. Six steps of Classroom Walkthrough Training • Snapshot of Teaching & Learning • Identify Instructional Strategies • Assess Learner Engagement • Survey the Learning Environment After the CWT: • Analyze information • Reflect with the teacher

26. Reflection

27. Wanita KampmuellerInstructional Consultant and Special Projects Coordinatorwkampmueller@wmisd.org231-876-3036 Wexford Missaukee ISD General Education “Helping Schools Help Students”