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Owen Zachary Mong

November 8, 2007 4:28 p.m. 7 pounds, 5 oz. 20 inches. Owen Zachary Mong. Getting Acquainted. Marlo Mong Social Studies Program Specialist 1754 Twin Towers East Atlanta, Georgia 30334 Office phone: 404-463-5024 Email: mmong@doe.k12.ga.us. Group Norms and Housekeeping. Group Norms:

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Owen Zachary Mong

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  1. November 8, 2007 4:28 p.m. 7 pounds, 5 oz. 20 inches Owen Zachary Mong

  2. Getting Acquainted Marlo Mong Social Studies Program Specialist 1754 Twin Towers East Atlanta, Georgia 30334 Office phone: 404-463-5024 Email: mmong@doe.k12.ga.us

  3. Group Norms and Housekeeping Group Norms: • Ask questions • Remember, there are no dumb questions! • Work toward solutions • Take ownership in the redelivery. These are guidelines to help you prepare classroom teachers. Housekeeping: • Parking Lot • Questions & Concerns • Needs • Breaks & Lunch • Restrooms • Phone calls • Please restrict to emergencies

  4. Professional Learning Units (PLUs) • Local systems award PLUs • MUST bring form to sign FROM SYSTEM • DOE does not provide PLU forms • Trainer will ONLY sign forms at end of day • If you need to leave early for any reason, trainer will only sign for time you were actually in training • CANNOT sign forms retroactively • All information was in training letter that went to systems on June 13th, 2007.

  5. Today’s Agenda • Redelivery & Online Training updates • Content Area Seminar • Revisiting Conceptual Theory • Using Enduring Understandings & Essential Questions

  6. Small Group Discussion:Redelivery process? • At your table, discuss the redelivery process for your school system. Include these points in your discussion. • Success stories? • Troubleshooting? • Pick one person to share. Each small group will report to the whole the following: • Positive aspects • Major concerns/issues

  7. Online Training Update • Day 1 up and running • Access through www.georgiastandards.org • Comments from those who have used it • Day 2 in development • Anticipate active in early 2008 • Same format as Day 1 • Access through georgiastandards.org

  8. Content Knowledge SeminarEconomics in 3-5 Chris Cannon Teacher on Assignment

  9. Econ Reference Sheet • Intended as a refresher/overview • NOT “all-encompassing” • No influence on CRCT • When in doubt, ask

  10. What’s there? • 3rd Grade • Productive resources, role of Government, trade, personal economic decisions • 4th Grade • Various concepts linked to history standards • Personal budget and personal decisions • 5th Grade • Same concepts in 4th grade • 3 sectors of economy • Consumer/business interaction • Personal budget and personal decisions

  11. What’s the big idea? • Want to introduce students to the themes, concepts, and ideas that recur in econ • 4th and 5th use the same concepts in the 1st econ standard • Economics is a true ladder, particularly in personal finance • Focus on getting students to understand the concepts first, then can apply

  12. What’s the big idea? • Scarcity/Opportunity Cost • Incentives • Gain from Trade • Interdependency • Government Interaction • Consequences of Decisions

  13. BUT Chris, that’s too much for elementary kids! How are we supposed to teach all that? with Play-Doh!

  14. What can I do with it? • Using the Play-doh activity as a base and your standards, identify how this activity could help you teach various aspects of your standards. • Discuss with small group and prepare to share with the large group.

  15. Content knowledge seminar American Government in 3-5 Dr. Bill Cranshaw Program Manager

  16. What drives our government? • Beliefs and Ideals • The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. • Time, change, and continuity • The student will understand that while change occurs over time, there is continuity to the basic structure of that society.

  17. Beliefs and Ideals and Government • What beliefs and ideals do we have about our government? • Where do these beliefs and ideals originate? • Why do we believe these ideals?

  18. Beliefs and Ideals • Government of the people • “We the people…ordain and establish…” • Government derives it authority from the people • Government by the people • Right to vote not denied • Popular sovereignty • Government for the people • “promote the general welfare, secure the blessings of liberty” • Government exists for to serve the people

  19. Beliefs and Ideals: From Where? • Things from the past influence us (Time, change, and continuity (SS3H1) • Olympics (SS3H1a) • Buildings (see pictures) (SS3H1a) • Government (Beliefs and Ideals) • Athenian government • Democracy • Direct (Athenian) • Representative (U.S.) • Popular sovereignty (citizens decide) • Power resides with citizenry

  20. The Goal • Things in our government come from many sources. One is Ancient Athens’ ideas on government. • There are many other places we got ideas, but for this grade we only want to begin to get the idea across that we use things from the past. • Ladder curriculum, begin idea that we use things from the past. • As we move to upper grades learn about other places we got ideas on government.

  21. Conflict and Change and Government • Conflict and Change • The student will understand that when there is conflict between or within societies, change is the result. • What is conflict? • Why does conflict produce change? • What is change? • Examples of conflict and change in the U.S. • American Revolution • Civil Rights

  22. Conflict and Change and The Constitution • Early Structure (Colonial) • Individual colonies direct relations with England • Separate entities, no real unity • American Revolution • Need to work united • Concerned about individual sovereignty • Articles of Confederation • Weak central government • No executive • Each state 1 vote in legislature • States held supreme power • Did not work

  23. Conflict and Change and The Constitution • Continental Congress (Constitutional Convention) • Issues • Power • Rights of states • Rights of individuals • Slavery • What were the conflicts? • How were they resolved?

  24. Conflict and Change and The Constitution • Power • Separation of powers • Checks and balances • States Rights • Bicameral legislature • Representation by population • Representation same for all • The Great Compromise • Enumerated Powers

  25. Conflict and Change and The Constitution • Slavery • Did not mention • Slave trade prohibition delayed 20 years • 3/5 compromise • Individual Rights • Federalist vs anti-federalists • Bill of Rights • Changing times and ideas • Amendments • Prohibition

  26. Revisiting Conceptual Teaching

  27. Would you rather your students… • Be able to list all European explorers and where they first made contact with the Native Americans • Be able to list all of the changes made in writing the Constitution or • Be able to discuss the impact movement and migration have using example from European exploration in the 16th century? • Be able to explain the role of conflict and change throughout history using examples from the Constitutional Convention?

  28. Three principles of Conceptual Teaching • Principle #1: Existing understandings & knowledge foundation for new learning. • Principle #2: Essential role of factual knowledge and conceptual frameworks in understanding. • Principle #3: The importance of self-monitoring.

  29. How is conceptual teaching different? • Topic Based • Facts and activities center around specific topic . • Objectives drive instruction. • Focus learning and thinking about specific facts. • Instructional activities use a variety of discrete skills. • Standards Based • Use of facts and activities are focused by enduring understandings. • Essential questions, drawn from enduring understandings, drive instruction. • Facts are learned to understand transferable concepts and ideas. • Instructional activities call on complex performances using a variety of skills.

  30. Creating and Using Enduring Understandings

  31. Purpose of EUs • In order to teach conceptually, you must use Enduring Understandings because... • Each unit teaches 2-3 concepts at a time • Creates scaffolding to organize facts • Uses broad statements that apply to many situations • Relates facts to what students already know • How do we teach conceptually using Enduring Understandings? • Introduce the Enduring Understandings at the beginning of the year using real world experiences. • Unit 1 is the key! Watch this video… EU’s are the vehicle by which we do conceptual teaching

  32. Enduring Understandings • Conceptual understandings drawn from and supported by critical content (Erickson, 71) • Provides language to link themes and concepts to standards, knowledge and skills. • Basis of conceptual teaching • Provide scaffolding • Standards provide specificity to concepts • Written in sentence form in the present tense • This is essence of what students should take from the unit.

  33. Enduring Understandings • Deeper, transferable ideas that arise from fact-based studies • Statements of conceptual relationships • Transfer across time and across cultures • Exemplified through the fact base • Transcend singular examples • Characteristics • Broad and abstract • Generally timeless • Universal • Examples vary, but support truth of EU H. Lynn Erickson. (2002). Concept Based Curriculum and Instruction, p. 83.

  34. Pick the Enduring Understandings… • European exploration produced a change in the new world. • Conflict causes change. • Ethnic groups in the United States have developed social organizations. • People move to meet needs and wants. • Migration of cultures creates changes in beliefs and ideals.

  35. Kid Friendly Examples • 6-12 Movement/Migration: TSWUT the movement or migration of people and ideas affects all societies involved. • 3-5 Movement/Migration: TSWUT when people move to new places, changes occur for those who move and for those who already live there.

  36. Writing Enduring Understanding • Develop “Kid Friendly” EU’s for these UCTs • Beliefs and Ideals • Conflict and Change • Distribution of Power • Individuals, Groups and Institutions • Use this checklist • Written as sentence using present tense • Used in multiple units • Applies to different grade levels/courses • References actual concepts/themes from the unit

  37. Creating Essential Questionsusing Enduring understandings

  38. What is an Essential Question? • H. Lynn Erickson • Specific, open-ended, thought provoking questions that probe the factual and conceptual levels of understanding (p.164) • Learning Focused Schools (Thompson) • Generally related to the specific learning objectives of a lesson • Can be answered by students with instruction

  39. What is an Essential Question? • Wiggins and McTighe • Represent a big idea that has enduring value beyond the classroom • Reside at the heart of the discipline (doing the subject) • Offer potential for engaging students • GaDOE Social Studies folks • EQ’s get to the heart of enduring understanding • Help students relate the factual knowledge to the concepts in the unit • May or may not have a definitive answer • Goes beyond yes and no answers

  40. Essential Questions The essential question can be developed in two different ways. It is important to develop both types in your unit course plan. • Broad, overarching. • Go to heart of discipline • Re-occur naturally in the discipline • May not have a right answer • Raise other important questions • Unit, content specific • Related to specific aspects of content • Frame specific set of lessons or unit • May be answered as result of lesson, • May not have a definitive answer

  41. Examples of Broad & Specific EQs • EU: The student will understand that the movement or migration of people and ideas affect all societies involved. • Kid Friendly EU: The student will understand that when people move to new places, changes occur for those who move and for those who already live there. • Possible broad EQs • How does migration impact the lives of people new to the area? • How does migration of new people or ideas to an area affect those who already live there? • Possible specific EQs • How did European migration affect Native American life? • How did the Europeans’ lives change as a result of movement to the British Colonies?

  42. Creating Essential Questions Activity #2 • Using the “kid friendly” Enduring Understandings you just developed, pick 1 EU and create 2 BROAD Essential Questions and 2 SPECIFIC Essential Questions. • Remember the difference between broad and specific EQs. • The EQ does not always have a single answer. • Remember to base your essential questions on your ENDURING UNDERSTANDING and related GPS content! • Write your Enduring Understanding & Essential Questions onto chart paper and post. • Pg. 16 in the Facilitator’s Guide

  43. What’s next? • Begin redelivery of Day 2 to your school system. • Pick another different, but still “favorite,” SS unit to teach and a reading/ELA unit. • Think about the resources you use to teach your favorite units to share with others. We will do another “Give One~Get One” activity with resources. • See you at Days 3 & 4. Remember it will be two days in a row! • Thank you very much for being here today! • Any other questions or concerns?

  44. Contact Information • Dr. Bill Cranshaw • Social Studies Program Manager • wcransha@doe.k12.ga.us • 404-651-7271 • Marlo Mong • Program Specialist (K-5 Focus) • mmong@doe.k12.ga.us • 404-463-5024 • Sarah Brown • Teacher on Assignment (K-2 Focus) • sbrown@doe.k12.ga.us • 404-651-7859 • Chris Cannon • Teacher on Assignment (6-12 Focus) • chcannon@doe.k12.ga.us • 404-657-0313

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