DESIGNING UNITS forSOCIAL STUDIES GPS

Day 3 :

Developing Performance Tasks and Rubrics

Day 4:

Lessons Within a Unit

Overview of Day 3 and 4

Write a Performance Task Write a rubric for the performance task Explore Relationship between units and

lessons Discuss Types of activities Examine Lesson Development

Essential Question

Why performance based instruction?

Performance Standards

Provides students with opportunity to “do” social studies through performance tasks

Students demonstrate understanding by using knowledge and skills in performance task

Active not passive learning Uses both student and teacher centered

learning

RESEARCH

Guthrie, et al (1998) Combined reading strategies with

science concepts Study found significant improvements in

reading AND conceptual transfer of content

Yorks and Follo (1993) Teaching around themes/concepts

improved student engagement

RESEARCH

Caron (2004) (Teacher friendly) Six teachers in a district switched from traditional

model to “issue-based” model All six teachers reported higher involvement and

engagement from students. 4 of the six reported noted improvement in

achievement Article also addresses the challenges of planning

Standards Based Education Model

GPS

GPS

(one or more)

StandardsElements

(one or more)

StandardsElements

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

Stage 1Identify Desired Results

(Big Ideas) Enduring Understandings Essential Questions

Skills and Knowledge

All above, plusTasksStudent WorkTeacher Commentary

All above, plusTasksStudent WorkTeacher Commentary

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Stage 2Determine Acceptable Evidence(Design Balanced Assessments)

(To assess student progress toward desired results)

Developing a Balanced Assessment Plan

Done in Stage 2 of unit planning Helps focus student learning Assessments should be used regularly

throughout unit, not just at the end Assessment should be varied

Formal and informal assessments Formative and summative assessments

Performance tasks are one form of assessment

Performance Tasks & Why

If knowledge is going to be retained and understood, then students must use it in a demonstration of complex performance (Cain & Cain, 1991)

Lower-level recall does not require that students internalize knowledge to the point of being able to use it in complex performance (Erickson, 2002)

Role of Performance Task

Provide students with opportunity to actively demonstrate understanding of concepts, Enduring Understandings, and content in standards and elements.

Provides one source for evaluating student understanding.

What is a performance task?

Wiggins & McTighe (1998): “a complex assessment challenge that requires the use of one’s knowledge and skill to effectively perform or create a product to reveal one’s understanding or proficiency.”

What is a performance task?

Erickson (2001, 2002, 2007) Combines content and skills into a format that shows

what students know and can do with what they know Tasks take knowledge to a “doing” level May be authentic, but are not always so

Authentic: based on meaningful performances that are drawn from real-world contexts

Involve complex thinking processes Assessing one or more EU’s addressed Lecture + Test does NOT equal Performance Based

Activities and Performance Tasks

Activity is two dimensional Know and do

Know: knowledge in standards and elements Do: recite facts from standards and elements

Does not ask students to understand

Activities and Performance Tasks

Performance Task is multi-dimensional Know

the knowledge in the standards and elements Understand

knowledge from standards and elements to explain Enduring Understanding

Do the performance task in which students use complex

processes to demonstrate understanding of the EU using the information in the standards and elements at a minimum

Communicate be able express understanding orally or in writing

Activity versus Task

Activity versus Task quiz developed by H. Lynn Erickson.

Large group discussion. A = Activity B = Performance Task

PerformanceTask or Activity State Standard: “Analyze Lincoln’s ideas about liberty, equality, union,

and government as contained in his first and second inaugural addresses and the Gettysburg Address.”

Enduring Understanding: Watershed events mark turning points in history. Performance Task or Activity? Recite from memory key passages from the

Gettysburg Address.

Performance Task or Activity State Standard: “Analyze the causes and effects of physical and

human geographic factors on major historical and contemporary events in the United States.”

Enduring Understanding: The availability of human and material resources

provides tactical advantages in times of war. Performance Task or Activity? Create pie graphs that show available resources to

the North and South before the Civil War.

Performance Task or Activity State Academic Standard:“Identify the reasons for and describe the system of checks and balances

outlined in the U.S. Constitution.” Enduring Understanding:The values, beliefs, and ideals of a country are reflected in its laws and

political documents. Performance Task or Activity?Design a graphic organizer demonstrating the U.S. system of

checks and balances. Then have students use the graphic organizer to write a rationale defending why they think the systems of checks and valances reflects American values and beliefs.

Performance Task or Activity State Academic Standard:“Identify the influence of ideas from historic documents including the Magna Carta, the

English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government.”

Enduring Understanding:Political documents can set forth social ideals such as justice, equality or freedom, but

the path to ideals is impeded by conflicting notions. Performance Task or Activity? Create an outline highlighting social

ideas such as justice, equality, or freedom for the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. Constitution. Select one of these social ideas and describe how conflicting notions have impeded the progress of these ideals. (Cite specific examples from history or current events to support your position.)

Performance Planning Chart

Developed by Lael Williams, from Edmonds, WA, cited in Erickson, 2007.

Know: from the standards and elements

Understand: Enduring Understanding Do: skills matrix and standards Student performance: the task

Performance Planning Chartused with permission (Lael Williams & H. Lynn Erickson)

KNOW UNDERSTAND DO (skills matrix)

PERFORMANCE DIFFERENTIATION

… causes of the American Revolution

…perspectives based on strongly held beliefs and values can lead to conflict and/or revolution

Research and use primary and secondary source documents to support a position

Debate a position using effective debating skills

Select your role as Tory or Patriot. Prepare to debate your position by researching primary and secondary materials. Support your position with reasoned arguments based on your character’s values and beliefs

Provide source documents at appropriate reading level. Highlight causes of American Rev.

Debate

a. Oral presentation of either position to your friends telling why you support your position.

b. Draw picture or cartoon illustrating a Tory or Patriot position.

Things to keep in mind

G: Goal of the task R: Role of student in task A: Audience: for whom is this task

being developed S: Situation (rigor and relevance) P: Product, performance to be

developed S: Standards for success (rubric)

Far Side Gallery by Gary Larsen

Make sure that your students understand what the task is about.

Stage 1: Course Guide—Grade/Course: World History

Standards:SSWH 1,2,3,6a, 8

Unit One focus:Rise of Civilizations in Mesopotamia, Africa India, China, and Meso-America

How civilizations developThe need for societiesCommon characteristics Unique civilizationsImpact of influential individualCharacteristics of various culturesReligious development and influenceWriting and languageMovementWhy trade developedConsequences of tradePower, authority, & governanceDevelopment of governmentRelationship of religion and political authority

Standards:SSWH 4,5,6b-d ,7, 12

Unit Two focus:Empires & Kingdoms: Growth and expansion

Characteristics of various culturesRole of womenReligious beliefsAcculturation of religion, law, and the artsMovementDevelopment and expansion of trade networksDiffusion of religious beliefsInteraction among empiresConflict and CompromiseRise and fall of civilizationsPower, Authority, & GovernancePolitical diffusion among empiresPolitical, economic, and social structure of empires

Standards:SSWH 15-21

Unit Four focus:The Interconnected World: transactions through globalization

Characteristics of variousMovementIndustrialism and the supply of natural resourcesEthnic conflictsConflict & CompromiseWars, conflicts and their global impactsTreaties and their impactTerrorism and its worldwide effectsChange, ContinuityGlobal and economic organizations and its connectionsGlobal impact of Imperialism and Nationalism Changing role of women in political and economic affairsConsequences of HolocaustPower, Authority & GovernanceInfluence of foreign domination

Standards:SSWH 9,10,11,13,14

Unit Three focus:Emergence of Modern World through social, political and economic changes

Characteristics of various culturesRenaissance, reformation, humanismInfluential peopleMovementImpact of exploration and expansionInfluence of technological innovationConflict & CompromiseConsequences of revolutions and rebellionsPolitical and social changesChange, ContinuityContributions of artists and scientistsPower, Authority & GovernanceEnlightenment (questioning ideology)Mercantilism

Enduring Understanding ExampleWorld History Unit 2

Students will understand that movement of ideas, people, and culture has both positive and negative impacts on the development of societies.

Content from standards related to concept of movement Trade networks Crusades Diffusion of religious ideas

Performance task for this EU should deal with impact of these things on the societies involved and, if possible, connect to the world today.

Brainstorming Task Ideas Explain importance of global education to a corporation’s

philanthropic division, which has a grant request for new global education program

Need to explain historically how cultural diffusion through movement has affected cultural development of all societies involved

Prepare presentation for Board to explain the impact of trade during this period and show how related to trade today (similarities of today)

Enduring Understanding relates movement and cultural diffusion with impact of trade and spread of religious ideas during the Middle Ages.

Analyze situational photos to identify positive and negative impacts of cultural diffusion. Do any of these issues remain today? Choose from a list of possible products such as political cartoons, editorial, letter to the editor, or diary entry.

G.R.A.S.P.S Goal: understand impact of movement Role: presenter Audience: corporate board Situation: explain why the board should give a

grant for teaching impact of cultural interaction Product: PowerPoint, presentation, paper: Standard(Rubric):

Skills Incorporated

What skills should a student use to complete this task?

Include all skills that apply. Map and Globe

7, 8, 12 Information Processing

6, 8, 11, 12, 15

What this task does

Reflects understanding of time period Understanding of factors affecting cultural

diffusion and its impact Helps student understand the impact on

modern life Ties historical events to modern impacts Accelerates, requires looking ahead

(Thompson, Learning Focused) Need research on modern to see impact Could also be time, change, and continuity

Other points

IF YOU ASSESS CONCEPT(S) WITH A PERFORMANCE TASK IN ONE UNIT, YOU DO NOT WANT TO ASSESS THE SAME CONCEPT IN THE NEXT UNIT

IT IS NOT NECESSARY TO ASSESS ALL CONCEPTS IN A GIVEN UNIT THROUGH PERFORMANCE TASKS

Other points

PERFORMANCE TASKS ARE MORE THAN TAKING AN ACTIVITY, WRITING A RUBRIC, AND CALLING IT A PERFORMANCE TASK

REALLY THINK ABOUT WHAT YOU ARE DOING

“At the end of the Revolutionary War unit last year, I asked the students to create their own Declaration of Independence from their teacher. The students thoroughly enjoyed this chance to roast their teacher, declare their grievances, and rebel. However, this project did not give them a greater understanding of the forces behind the real Declaration of Independence, nor did it reinforce earlier lessons on the Revolutionary period. My performance assessments did not truly test student performance of the unit goals.” - 10th grade teacher after implementing concept based unit and trying a “performance” task- Caron (2004)

Write your own task

Select a unit from the course guide. In your group

Write a task on chart paper using the format provided on the performance planning chart

Group Presentation (3 minutes) Understanding Performance Task

DESIGNING UNITS forSOCIAL STUDIES GPS

Writing Rubrics to evaluate performance tasks

According to Grant Wiggins…

“What is to be assessed must be clear and explicit to all students:

NO MORE SURPRISES!

….rubrics must accompany all major assignments and assessments.”

A rubric

Shows levels of quality Communicates standards Tells students expectations for

assessment task Includes dimensions (criteria),

indicators and a rating scale. Is NOT a checklist (yes or no answers)

Advantages of Using a Rubric

Provides specific feedback about the quality of their work

Provides a way to communicate expectations and progress

Ensures all student work is judged by the same standard

Advantages of Using a Rubric

Disengages the “halo” effect and its reverse

Leads students toward quality work. Makes grading easier and less

subjective

Caution!

Pay attention that you are scoring the evidence of what you want the student to know and be able to do

Don’t get confused by criteria that sounds good but doesn’t match the goal.

This is NOT a rubric!

Both members of group speak: _____/5 4 correct activities of your cabinet

department: _____/10 Visual demonstrating an activity of

department: _____/5 Presentation taken seriously/convincingly

_____/5 TOTAL _____/25

Basic Rubric Template Scale

Criteria

Indicator

Indicator

Indicator

Indicator

Indicator

Indicator

Indicator

Indicator

Indicator

Indicator

Indicator

Indicator

http://www.rubistar.com

An Ugly Rubric

Is too wordy so that no one can understand the dimensions or indicators, let alone use them for a fair grade

Looks like a checklist – Have it, don’t have it

Evaluates each work against other items of work

Evaluates the wrong thing so student can just jump through hoops to get a good grade.

Good Rubrics Are tools Show level of quality of a performance or task Communicate standards clearly and

specifically Are given to students to set expectations Show what to avoid Address misconceptions Are consistent and reliable Use content that matches standards and

instructional emphasis

Sample rubric for WH taskScale

Criteria1

(needs work)

2(improving)

3(meets standard)

4(exceeds standard)

Shows impact of movement on multiple cultures.

Correctly uses one example from one empire studied. No modern examples

Correctly uses one example from one or two empires studied. One modern example, but does not explain relationship to historical example.

Correctly uses two examples from two or three empires studied. One or two modern examples, and shows relationship to historical examples.

Correctly uses multiple examples from all empires studied. Three or more modern examples and shows relationship to historical examples.

Relates impact of movement then to now.

Provides limited explanation of similarities of cultural to interaction today

Explanation talks about process of change, but does not address areas of similarity in then and now

Explanation talks about change and similarities but does not make effectively generalize about cultural diffusion

Effectively demonstrates how over time processes change, but impact remains constant

Uses appropriate methods of presentation

Uses one form of presentation. Little if any technology used

Uses one form of presentation. Incorporates technology. Makes limited use of representations.

Uses multiple forms of presentation. Incorporates technology, Limits uses of representations.

Blends a variety of presentation modes, uses graphs, charts. Makes good use of technology

Sample rubric for AG task (in progress)

Scale

Criteria1

(needs work)

2(improving)

3(meets standard)

4(exceeds standard)

Identifies elected officials and powers/services offered at each level.

Either elected officials OR Powers are missing at EACH level. Powers/services are placed incorrectly. Elected officials matched to wrong levels.

More than 1 elected officials are placed at the wrong level OR more than 1 powers/services are assigned to the wrong level. Less than two examples or powers/services are given at each level.

Each level has the correct elected officials indicated with no more than 1 out of place. 2 correct examples of powers/services are indicated at each level.

Each level has the correct elected officials indicated with NONE out of place. MORE than two correct examples of powers/services are indicated at each level.

Describes source of power for various levels using specified terms.

Only correctly explains where 1 level of government gets its power. Uses less than 3 of the required terms correctly.

Correctly explains where only 2 levels of government get their power. Only uses 3 of the required terms correctly.

Explains where each level of government gets power. Correctly defines all terms in paragraph.

Explains in detail where each level of government gets power. Correctly uses all terms and gives specific, correct examples of each term.

Evaluates distribution of power in the federal system.

Incorrectly describes relationship between levels of government.

Correctly describes relationship between national/state OR state/local, but does not connect all 3. Does not state opinion. Does not…

Correctly describes relationship between national/state/local. States opinion, but provides no specific factual examples….

Correctly describes relationship between national/state/local with specific, relevant examples. Supports personal value…..

Our Rubric Aha Moments!

Rubric for content AND product Content rubric - criteria can come from

elements in standards and skills matrix Meets to Exceeds - What do students need to

do in order to exceed the standard? Think higher level Bloom’s! Quality vs. Quantity

Start off with one good performance task and rubric each semester! Don’t kill yourself!

DESIGNING UNITS forSOCIAL STUDIES GPS

Day 4:

Lessons within a unit

Relationship between units and lessons

The Unit

Combines multiple standards/elements under a large heading applying to many big ideas and topics One standard is NOT a unit

Composed of multiple lessons May have a unit Essential Question Consists of multiple enduring

understandings/themes

The Unit

Taught over an extended time period Typically several weeks

Should have a culminating performance task/assessment

The performance task allows students to demonstrate mastery of the standards

The Lesson Addresses one or more elements Guided by an essential question May be taught over several class periods Has some kind of assessment attached to

it Balanced Assessment Plan

Number of lessons will vary depending on size of unit

The Lesson Uses content from the standards and

elements to address essential questions and enduring understandings

Balanced Assessment Plan will help with lesson planning

Targets a specific component of the performance task Incorporate skills into lessons

Lesson or Unit? Changing role of women in US History Importance of oil to the Middle East Impact of the Great Schism Georgia at War Characteristics of early African Societies Southeast Asia Today Women and the Civil War America’s Legal System Civil Rights Movement in Georgia Principles of Macroeconomics

(U)(L)

(L)(U)

(L)

(U)(L)

(U)

(L)

(U)

Connecting lessons to Enduring Understandings

Stage 1

Stage 2Stage 3

Lesson Checklist Is DIRECTLY linked to standards and/or elements Addresses one or more CONCEPTS/THEMES,

ENDURING UNDERSTANDINGS Addresses one or more sub essential questions Content DIRECTLY supports Enduring

understanding Includes at least one assessment Includes use of appropriate skills Is consistent with language of the standards

Selecting Appropriate Strategies

Covering vs. Uncovering: What does it mean to “uncover?”

Bringing the “big ideas” to life Focusing on learning, rather than teaching Helping students to understand, not just

remember the understanding of others Incorporating a number of different teaching

strategies that are driven by the achievement targets

Teaching for breadth and depth

Teaching for Breadth and Depth

Depth Unearth it Analyze it Question it Prove it Generalize it

Breadth Connect it Picture it Extend it

Use Language of the Standards ANALYZE: discuss factors that contributed to item; discuss the impact of item on

other items; discuss how item changed COMPARE: give similarities and differences; may include contrast DEFINE: give specific characteristics, traits; give unique qualities DESCRIBE: give general characteristics, traits; tell about various aspects of topic EVALUATE: provide a value judgment; present multiple opinions; discuss before

and after item; may include comparing intended consequences with outcome EXPLAIN: state reasons for or consequences of a topic; give a detailed account of

how something happened IDENTIFY: list; give name from description; choose from a group ILLUSTRATE: use specific examples; put into visual or graphic LOCATE: find on a map; indicate when on timeline TRACE: provide background for; could mean literally on a map or graph

Be sure to incorporate skills matrix here as well

THE CONCEPT WALL

Student Centered vs. Teacher Centered

SCALE-UP project* (NC State University) found use of student centered teaching with undergraduates: Increased problem solving ability Increased conceptual understanding Improved attitudes Reduced failure rates

(Beichner and Saul 2004)

Student Centered vs. Teacher Centered

Student Centered Lessons

Students are focus of activity

Teacher as facilitator, mentor

Typically inquiry based with students searching for solutions/answers

NOT ALWAYS GROUPWORK!

Teacher Centered Lessons

Teacher is primary focus

Teacher as “information source”

Typically lecture based (but not always)

Student Centered vs. Teacher Centered

A healthy balance is desirable Anything done day after day has the

potential to become boring and routine Some content naturally lends itself to

student centered instruction Both styles require the teacher to be well

versed in the content

What do I do now?

Design lessons that achieve the goals of the standards in terms of your themes/concepts! Easier said than done!

RE-READ the standards and elements to see what is required of the student Describe, analyze, identify, trace, explain, etc

Think in terms of how the lessons will connect!

Writing Units/Lessons

PICASSO Unit/lesson writing in July 2007 Aligned to GPS and new materials

“If you study to remember, you will forget, but, If you study to understand, you will remember”

- Unknown

“It is possible to store the mind with a million facts and still be entirely uneducated.”- Alec Bourne