Overview
Teaching the whole child allows us to address student needs in the context of the new essential standards. By thinking about the purpose and role of social studies, how it connects to other areas of learning, and how students’ needs are met, we are able to ensure that students receive the appropriate instruction to allow them to be successful. In this part of the session, you will become familiar with best practices and strategies for connecting to serve all students.

Objectives
By end of this session, you will have a better understanding of:ctsa.jpg
1. What resources are available to assist with the implementation of NCSCoS.
4. How to use data to meet the instructional needs of all students.
7. How to apply the North Carolina Professional Teaching Standards in the Social Studies classroom.

Aligned North Carolina Professional Teaching Standards

Standard I - Teachers demonstrate leadership.
Standard II -Teachers establish a respectful environment for a diverse student population.
Standard III - Teachers know the content that they teach.
Standard IV - Teachers facilitate learning for their students.
Standard V - Teachers reflect on their practice.


Learning Targets
After this part of the session, participants will be able to do the following statements:
  • I can identify areas for professional growth as it relates to serving the needs of all learners.
  • I can identify best practices and strategies that can be used to address the needs of ELL, AIG, and EC populations.
  • I can articulate the importance of using data in problem-solving and decision-making.




I. Addressing Student Needs in an Era of New Standards (Suggested time, 40 minutes)
Three Guiding Questions: (Keep in mind the learning experiences and performance tasks you participated in on Day 1 when considering the following questions.)
  1. How do the Social Studies prepare students to be future ready?
  2. How does Social Studies connect to other content areas?
  3. What are the implications of meeting the needs of all learners as related to Social Studies?


Connecting to Serve All Learners
Along with presenter input, participants will use the four PowerPoint presentations below to explore ways in which educators can ensure they are addressing the needs of all student populations.
PowerPoint Presentations

Universal Design for Learning (UDL)


English Language Learners (ELL)


Academically & Intellectually Gifted (AIG)


Problem-Solving, Data & Decision Making



Option 1:
Use the information in the PowerPoint your group has been assigned (e.g., ELL, AIG, UDL, Problem-Solving) and answer this question: What are 3-5 major points you would use to summarize the information you viewed in the PowerPoint section your group was assigned?

As a group, record your information on chart paper or into a Google form (provided in the link below) and be prepared to report out to the class.

Click to access the Goggle form that will allow you to type in your group’s summary information.
Click here to view the final spreadsheet of recorded information from each individual group. Refresh page as needed.


Note: If you choose Option 1 (using the Google form) you must remember to rename the form provided for you in this link to identify with you and the group you are working with. You will then use that URL address link to share with your participants. Remember to make the link public for all to access.


Option 2:
Use the information in the PowerPoint your group has been assigned (e.g., ELL, AIG, UDL, Problem-Solving) to create a brief skit as a strategy to demonstrate your group’s understanding of how to best present information to these populations as well as how to allow them to express and engage in their learning.

Click to navigate to role play prompts. For your convenience, the PowerPoint presentations have been duplicated on the page with each role play prompt.


Option 3:
Use the information in the PowerPoint your group has been assigned (e.g., ELL, AIG, UDL, Problem-Solving) to make decisions about aligning the most appropriate strategies to the clarifying objectives and critical content.

In these linked modules, you will BRIEFLY explore and experience a capacity building activity that can guide targeted support of teachers' planning, implementing, and assessing of strategies to be infused into instructional activities.

Play the C-SAL Game
Materials page:
Strips to cut out for the C-SAL Game (Elementary)

Materials page:
Strips to cut out for the C-SAL Game (6-12)



Additional Resources:
Artifacts for Learning. 2012. Simply Holmes. <http://ghholmes.pbworks.com/w/page/49236273/Creating%20Artifacts>
A valuable resource that promotes active learning through student designed artifacts.


Disclaimer
Digital tools used during the course of this presentation have been helpful to some educators across the state. However, due to the rapidly changing digital environment, NCDPI does not represent nor endorse that these tools are the exclusive digital tools for the purposes outlined during the presentation.




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