1 / 15

Philadelphia Preview Workshop

Philadelphia Preview Workshop. HOW WILL WE INTEGRATE OUR GRANT ACTIVITIES INTO OUR CLASSROOMS?. Albert M. Greenfield African American Iconic Images Collection . http://muralarts.org/webfm_send/44. What have we done so far?. SYMPOSIUM TOPICS FIELD STUDIES EXPERIENCES

thina
Download Presentation

Philadelphia Preview Workshop

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. Philadelphia Preview Workshop HOW WILL WE INTEGRATE OUR GRANT ACTIVITIES INTO OUR CLASSROOMS? Albert M. Greenfield African American Iconic Images Collection http://muralarts.org/webfm_send/44

  2. What have we done so far? • SYMPOSIUM TOPICS • FIELD STUDIES EXPERIENCES • HISTORICAL THINKING AND OTHER UNNATURAL ACTS concepts of modeling and leading students toward a deeper understanding of reading primary and secondary sources. • MODEL LESSONS from SHEG, Historicalthinkingmatters.org and LOC • TEACHING A MODEL LESSON • EVALUATING A MODEL LESSON Tuskegee Airmen

  3. HISTORICAL THINKING AND OTHER UNNATURAL ACTS Charting the Future of Teaching the Past • “The essays in this book begin with the basic assumption that history teaches us a way to make choices, to balance opinions, to tell stories and to become uneasy—when necessary—about the stories we tell.” (p. ix) • “When I informed the professor that I would review the literature on history learning, I met a chilly response. ‘Can’t,’ she said matter-of-factly,-’there’s no literature to review.” (xi) • See page xii for a run down of how the book is organized. • We will start our discussion of the book by reading Chapter 3 and discussing that chapter at our Sept. 7th symposium.

  4. Feedback from model lessons • Which ones did we use? • EXAMPLES FROM MODEL LESSON EXPERIENCES • Let’s discuss the strengths and suggestions for improvement from these model lessons. • Do they require great modifications? • Do they need time recommendations? • In reflection, what would we change? • How can we measure student learning? Reaching For Your Star

  5. Lessons we used

  6. How can we assess student learning using primary sources? • FORMATIVE or SUMMATIVE • Individual, one-on-one observation (formative) • “Format sheets” for guided questions/processes • Class observation and discussion (formative) • Guiding questions and written responses • Group interaction with source and questions • I-Respond “Who thinks-----” • RUBRIC • Single or Multiple sources • Incorporates the essential question • Quiz • Specific feedback to students • Allows for data collection for whole group and individuals • Test • Incorporating standards based concepts in primary sources used on the test. Dr. J

  7. RUBRICS

  8. Lesson plan creation • Lesson Plan to be developed during the July 29 and 30th workshops. Create a digital version and turn in completed plan with any supplemental materials by July 25th for inclusion in Summer stipend award. • Plan to teach your lesson during the 2011-2012 school year with feedback/evaluation similar to this year’s.

  9. Lesson plan format • Lesson Plan: (title) • Lesson designer(s): School • Lesson Origin: (web site, modified from, original) • Georgia Performance Standard: • Essential Question: (Learning Question) • Materials: (include at least one primary source) • Instructions for class activities with suggested time (30 min., 60 min., 90 min., more) • Introduction, warm up/hook:  • Step by step instructions: • Closure Jackie Robinson

  10. Lp format continued • Assessment: Formative Summative (attached?)  • Technology use (include I-Respond file if used):   • Suggestions for differentiation/modification:  • Extensions (advanced students): • Depth of Knowledge level: 1_____ 2__­­­­­____3.________4._______ (rationale) • Modeling/Guided Practice/Independent Practice elements: • Elements of Teaching American History Grant activities incorporated into the lesson: • Sourcing • Contextualization • Corroboration • Close Reading “Tribute To Urban Horsemen”

  11. Depth of knowledge levels

  12. A gilder lehrman resource • The Founding Era is a multimedia resource kit that includes: • a notebook and CD containing primary source documents • artwork • maps • study questions • posters of documents and images • two interactive CD-ROMs based on exhibitions (George Washington and Alexander Hamilton) • portrait cards of key figures from the Founding Era • two comparative timelines; • Historians on the Record: The Founding Era, a DVD of thirteen lectures by leading scholars.

  13. Let’s go to Philadelphia! • Itinerary • Checklist for items to turn in • Online check-in and boarding pass 24 hours ahead of departure. Both boarding passes must be turned in to Martha by arrival back in Atlanta. • Be at the airport by 6:00 A.M. • Record mileage to and from the airport and be prepared to put those numbers on forms on 6/29. • Keep parking receipt and turn in on 6/29. • Keep your “checked baggage” receipt from the Holiday Inn and turn it in on the 6/29. • Check out receipts from both hotels (if issued) turned in on 6/29 or before.

More Related