Monday, August 29, 2011
The Social Studies Department Strongly Recommends the following guidelines for grading. Each PLC or grade level group should adopt a common grading policy based upon the following:
1. Teachers using a 100% grading scale should strongly consider not giving Zero's for missing work! Zero's are mathematically unfair to the student and do not reflect what students know or can do. They make it impossible for students to have any hope of recovery.
2. Homework and other formative assessments, notebook checks, etc. should be devalued and it is strongly recommended to keep Homework valued at 10-15%.
3. The department recommends limiting extra credit so that it does not distort the purpose of the grade. Please make the assignments meaningful.
4. It is recommended that each PLC develop a REDO policy.
Here are two video clips on grading practices by Wormeli and Reeves.
Monday, August 22, 2011
6th Grade Ancient Civilization
7th Grade World Studies
8th Grade American History
9th Grade American Institutions
AP Human Geography
U.S. History Seminar
20th Century and Recent America
AP U.S. History
AP World History
Crime and Justice
Forensic Fundamentals and Investigation
Friday, August 19, 2011
1. Authentic Literacy
- Choose powerful readings (e.g., milestone documents & literature, provocative articles, current event articles) that will generate thinking/discussion. Increase the amount of reading done in class.
- Teach and model how to read closely, deeply and purposefully.
- Teach grade level social studies vocabulary upfront in each unit and also teach the academic vocabulary necessary for students to be successful.
- Continue to use the Thinking like a Historian framework (Cause and Effect, Change and Continuity, Turning Points, Using the Past, Through Their Eyes & Differing Perspectives) and APPARTS as tools for reading
· Increase non-fiction writing at each grade level with higher expectations for the quality of writing (e.g., five-paragraph essays, DBQs, free response essays, journals, reflections).
· Teach and model the writing process (e.g., rough draft, editing, revising).
· Continue to use the Thinking like a Historian framework (Cause and Effect, Change and Continuity, Turning Points, Using the Past, Through Their Eyes & Differing Perspectives) and APPARTS as tools for writing.
· Increase the amount talking/discussion by randomly calling on students.
· Use social studies discussion strategies (e.g., Socratic dialog, Socratic circles, national issues forums, consensus building/public deliberation, debate formats, rotating 2x2’s, 5 plus 1, book circles, etc.).
· Continue to use the Thinking like a Historian framework (Cause and Effect, Change and Continuity, Turning Points, Using the Past, Through Their Eyes & Differing Perspectives) and APPARTS as tools for discussion.
· Use principles and practices of grading that indicate what the students have learned (e.g., homework/quizzes 15% of grade, no zeros if using 100 point scale, allowing for redoes)
· Use formative assessment daily (assessment for learning – checking daily for understanding)
· Use several common assessments (unit tests, semester exams – summative testing). Does the assessment match with the powersheet?
3. Professional Learning Community
· Be a productive member of your PLC. It is critical that all members contribute equally to this process.
· Use Web 2.0 technologies to make social studies more interactive and engaging for students. We want students to be communicators, collaborators, and creators using technology as a means to complete a product that is shared with a wider audience.
· Participate in Smart Board Training (30 hours for new Smart boards, ___ hours for document cameras/clicker systems)
· Use technology for formative assessment (e.g., Smart Board Clicker Response System, ipad, online surveys)