Title: Social Science and Humanities
1Social Science and Humanities
- Family Studies - Grade 12
- Full Day Workshop
- Subject Specific Training 2002
2Agenda - Morning
- Welcome and Introductions
- The Grade 12 Course Profiles
- The Destinations
- Assessment and Evaluation
- The Path to Greater Student Motivation and
Achievement - Principles of Assessment
- Types of Assessment
3Agenda - Afternoon
- Assessment and Evaluation
- - Design Down Process
- Multiple Intelligences
- Critical Thinking Skills
- Cooperative Learning
- Social Science Research Skills
- Technology in the Family Studies Classroom
- Conclusion
4What is a Course Profile?
- a sample plan for implementing curriculum
policy - a detailed example for teachers to use in
developing their courses - can be used as is or adapted
- It is one way of presenting a course of study
that links - Expectations
- Assessment
- Teaching/
- Learning Strategies
- Course Type
5Family Studies - Grade 12 Course Profiles
- Food and Nutrition Sciences -
University/College (HFA4M) - Individuals and Families in a Diverse Society -
University/College (HHS4M) - Issues in Human Growth and Development -
University/College (HHG4M) - Parenting and Human Development - Workplace
(HPD4E) - The Fashion Industry - Open (HNB40)
6The Writing Process
- Individuals and Families in a Diverse Society,
University/College, HFA4M - Issues in Human Growth and Development,
University/College, HHG4M - Parenting and Human Development, Workplace, HPD4E
- Public and Catholic writing teams worked in
consultation to create the unit overview, each
team wrote one unit, two documents produced
7The Writing Process
- Food and Nutrition Sciences, University/College,
HFA4M - The Fashion Industry, Open, HNB40
- Public and Catholic writing teams scoped out the
courses together, each team wrote one unit one
document produced
8Gap Analysis
- The Fashion Industry, Individual and Families
in a Diverse Society, Food and Nutrition Sciences
- Similarities to the old courses??
- Similar topics
- Practical applications/skills
- HHS4M family life cycle approach has been
adapted, Independent Study component
9Group Activity
- Divide into three small groups. Each group will
- review one of the new grade 12 courses listed
- on the previous slide. Your task is to examine
- the course overview, focusing on the unit
- overview charts and the course notes. What
- similarities and differences can you identify
- between what has been taught in the past and
- what is NEW? Record your ideas on chart
- paper.
10Parenting Courses
- Four courses that focus on parenting, child
- development, human development
- Grade 11 - Parenting HPC30
- - Living and Working With Children
- HPW3C
- Grade 12 - Parenting Human Development
- HPD4E
- - Issues in Human Growth and Development
HHG4M
11Similarities? Differences?
- Communication Skills and Healthy Relationships
- Stages of childhood - longer time span
- Emphasis on brain research and the importance
of the Early Years - Placement/Practical experiences
- Other ideas???
12Career Education
- Specific expectations address careers in many
of the Grade 12 courses - All students have taken Grade 10 Career
Studies course (Prior Knowledge) - Family Studies Career Resource package
available on the following websites - - Ontario Family Studies Leadership
- Council www.ofslc.org
- - Ontario Family Studies Home Economics
- Educators Association www.ofsheea.ca
13Teaching Careers
- Guest speakers
- Interviews
- Computer applications/Internet
- Placements/practical application (job shadow)
- Grade 10 Career Studies teachers
14Safety Issues
- No expectations within the courses that deal
with safety issues - Practical nature of the courses means that
teachers MUST address safety - Diagnostic assessment - what do students
know?? - Foods - how to address skills and safety
issues, students may not have previous food
course experiences (HIF, HFN) - Fashion - safety issues are concern, grade 11
course is not a prerequisite
15Grade 12 Destinations
- Open - The Fashion Industry
- Workplace Preparation - Parenting and Human
Development - University/College Preparation - Food and
Nutrition Sciences, Individuals and Families in a
Diverse Society, Issues in Human Growth and
Development
16Open Courses
- Open courses are designed to broaden
- students knowledge and skills in subjects that
- reflect their interests and to prepare them for
- active and rewarding participation in society.
- They are not designed with the specific
- requirements of universities, colleges, or the
- workplace in mind
- (The Ontario Curriculum Grades 9 to 12 Program
Planning and Assessment, page 12)
17Workplace Preparation
- Workplace preparation courses are designed to
equip students with the knowledge and skills they
need to meet the expectations of employers, if
they plan to enter the workplace directly after
graduation, or the requirements for admission to
certain apprenticeship or other training programs
- (The Ontario Curriculum Grades 9 to 12 Program
Planning and Assessment, page 12) -
18Workplace Courses
- NOT Basic level
- Destination focus
- OYAP - Ontario Youth Apprenticeship Program
- Early Childhood Education
- Aboriginal Early Childhood Educator
- Child and Youth Care Worker
- Check with your school board and local
community college for status of OYAP in your
community
19University/College Preparation
- University/college preparation courses are
- designed to equip students with the knowledge
- and skills they need to meet the entrance
- requirements for specific programs offered at
- universities and colleges
- (The Ontario Curriculum Grades 9 to 12 Program
Planning and Assessment, page 12)
20Ministry Resources
- Social Sciences and Humanities Curriculum
Policy Document Grade 11 and 12 - Program Planning and Assessment 2000
- Ontario Secondary Schools, Grade 9 -12
Program and Diploma Requirements, 1999 - http//www.edu.gov.on.ca
- http//www.curricululm.org
21Assessment and Evaluation
22ASSESSMENT
- Informs and motivates students
- Maximizes learning
- Maximizes student confidence
- Students, teachers and parents should be
involved
23Key to Success
- Use assessment to help the student believe that
the target is within reach
24How do we motivate students?
- How can we help our students want to learn?
25The Path to Greater Student Motivation and
Achievement
- Student Involved Classroom Assessment
- Student Involved Record Keeping
- Student Involved Communication
- (Rick Stiggins, Assessment Training Institute,
1998)
26Student Involved Assessment
- Partners in Development
- Learn the meaning of success
- See how close they are now
- _____________________________
- Result? A Clear Path
27Student-Involved Record Keeping
- Repeated self-evaluation over time
- Portfolios with self reflection
- Change is apparent to the learner
- _______________________________
- Result? Success is within reach
28Student-Involved Communication
- Student-led parent/teacher conferences
- Greater sense of responsibility
- Pride in accomplishment
- _______________________________
- Result? Greater achievement
29Assessments should
- Encourage, not discourage
- Build confidence, not anxiety
- Bring hope, not hopelessness
- Offer success, not frustration
- Trigger smiles, not tears
30Essential Question
-
- What assessments might I do that will
encourage, build confidence and offer success ?
31Assessment and Evaluation
- ASSESSEMENT
- A systematic process of collecting information
about a students achievement in relation to
specified curriculum expectations. - EVALUATION
The process of
integrating assessment information from a variety
of sources to determine how well students have
achieved curriculum expectations.
32Principles of Assessment
33- 1 Evaluation strategies should address both
WHAT students learn and HOW WELL they learn - Achievement Chart
- How well students learn
- High standards for all students
- Promote consistency across the province
342 Assessment and evaluation strategies should
be appropriate for the learning activities used,
the purposes of instruction and the needs and
experiences of students Assessment should be
closely tied to expectations closely tied to
learning activities consider students prior
learning and needs reflect student background
353 Assessment and evaluation strategies should
be communicated clearly to students and parents
at the beginning and throughout the
course/year Methods of Communicating include
expectations based on tasks and assignments
teacher/parent/student conferences report
cards Annual Education Plans Individual
Education Plans
364 Assessment and evaluation should be fair to
all students Fairness can be achieved by
providing choice within the assignment
(i.e. topics) providing choice in the mode of
response (i.e. oral report instead of
written report) negotiating timelines making
purpose and expectations of assignment clear to
students
375 Assessment and evaluation strategies should be
varied in nature, administered over a period of
time and designed to provide opportunities for
students to demonstrate the full range of their
learnings
38Instructional Strategies
- Panel discussions
- Quizzes, tests, exams
- Interviews
- Written reports/essays
- Oral reports
- Observations
- Think/pair/share
- Graphic organizers
- Spreadsheets/graphing
- Debates
- Portfolios
- Multi-media presentations
- Performance tasks
- Case studies
- Jigsaw
- Questionnaires
- Community Involvement
- Food labs
39Assessment Strategies
- Quizzes
- Tests
- Exams
- Essays
- Class discussion
- Teacher/student
- conference
- Presentations
- Demonstration
- Research paper
- Teacher observation
- Performance task
- Portfolio
- Select response
- Self assessment
- Oral question and answer
- Learning Log
406 Assessment and evaluation strategies must be
based on the categories of the Achievement
Chart Achievement Chart Categories of skills
and knowledge Levels of achievement
Provincial standards
417 Assessment and evaluation strategies should
include samples of student work Samples of
Student Work Exemplars Show student
progress Portfolios Parent and student
conferences
42Principle 8 Assessment and evaluation
strategies should give clear directions for
improvement Directions for Improvement Task
specific rubrics Criterion Referenced Marking
Schemes Task specific next steps Report
Cards - strengths, weakness, next steps
439 Assessment and evaluation strategies must
promote students ability to assess their own
learning and to set specific goals Self-Assessment
and Goal Setting Report Card/Response Form
Annual Education Plan Journals Portfolios
Teacher/Parent/Student Conferences
4410 Assessment and evaluation strategies should
accommodate the needs of exceptional
students Individual Education Plan (IEP)
Students identified by an Identification,
Placement, and Review Committee (IPRC) Students
receiving specialized programs but not identified
by an IPRC
4511 Assessment and evaluation strategies should
accommodate the needs of students who are
learning the language of instruction Accommodation
s Additional time Oral tests Simplify
tasks Specialized equipment Extra support
46Types of Assessment
47Diagnostic Assessment
- Assessment before starting instruction to
- determine what students know and can do
-
- Purpose is to identify students strengths and
weaknesses - Allows teacher to program appropriately
48Formative Assessment
- ? Ongoing assessment using a variety of
strategies to inform students of their progress - Encourage students to build on strengths and
overcome weaknesses - Help teachers assess current instructional
and learning activities
49Summative Assessment
- A cumulative description of student
achievement of curriculum expectations at the end
of a unit or a specified time period
50Design Down Process
- STAGE ONE
- Identify target understandings
- STAGE TWO
- Determine appropriate assessment of target
understandings - STAGE THREE
- Plan learning experiences and instruction that
make such understanding possible - (Wiggins, G. and J. McTighe, Understanding by
Design, 1998)
51Design Down Process
- STAGE ONE
- Identify target understandings
- STAGE TWO
- Determine appropriate assessment of target
understandings - STAGE THREE
- Plan learning experiences and instruction that
make such understanding possible
52Stage One Identify target understandings
- Use course expectations to establish
- curricular priorities according to
- Enduring understandings
- What is important to know and do?
- What is worth being familiar with?
53Enduring Understandings
- Have lasting value
- Are at the heart of the discipline
- Require uncoverage (abstract or often
misunderstood ideas) - Are embedded in factual knowledge, skills and
activities
54Group Activity
- Work in small groups to establish curricular
priorities for Issues in Human Growth and
Development. Use the course expectations provided
to classify and prioritize the expectations
according to - Enduring understandings
- What is important to know and do?
- What is worth being familiar with?
55Backward Design Process
- STAGE ONE
- Identify target understandings
- STAGE TWO
- Determine appropriate assessment of target
understandings - STAGE THREE
- Plan learning experiences and instruction that
make such understanding possible
56Stage Two Determine appropriate assessment
strategies for targeted understandings
- Diagnostic assessment
- Performance tasks and assessments
- Portfolios
- Self-evaluation
- Co-operative learning/group evaluation
57Diagnostic Assessment
- Assessment before beginning instruction to
determine what students know and can do - Identify student strengths and weaknesses
- Used by teacher in the design of program
- Especially important in practical courses like
foods and clothing where practical skills need to
be determined
58Performance Tasks and Assessments
- Open-ended, hands on activity
- Demonstrates specific skills and/or knowledge
- Focus on what students can do - how they apply
and extend their knowledge - Emphasize the process students use, rather than
focusing only on the right answer - Allow for a full range of products
- Use of complex thinking skills
59Performance Tasks (cont)
- Often encourage team effort, collaboration,
group discussion and brainstorming - Directly related to expectations
- Summative
- Assessment criteria clear (rubric, criterion
referenced marking scheme) - Exemplars should be available
60Traits of a Strong Performance Task
- CONTENT - the task elicits the correct
performance on part of the student - CLARITY - students know exactly what to do
- FEASIBILITY - the task is practical
- FAIRNESS and ACCURACY - all students have an
equal chance to shine, gives an accurate
picture of student skill - SAMPLING - task covers all dimensions of
learning expectations to be assessed
61What are portfolios?
- A portfolio is a systematic and purposeful
collection of student work that displays the
learners effort, growth, process, and
achievement in demonstrating his/her skill,
knowledge, and values. - Peel District School Board (2001)
62Portfolios can
- Engage students in the learning context
- Help students learn the skills of reflection
and self-evaluation - Provide documentation of student learning in
areas that dont lend themselves to traditional
assessment - Facilitate communication with parents
63Characteristics of Portfolios
- Collection of student work with a clear purpose
known by all involved - Students must reflect on each piece of work
- Fosters critical thinking and decision making
- Allows students to set future goals
- Reflection is a skill, process needs to be taught
64Purpose of Portfolios
- To facilitate assessment of values and skills
- To develop lifelong learning skills
- To provide a basis for conferencing
- To facilitate individualized programming
- To promote accountability
- (Peel District School Board, 2001)
65How do portfolios fit into Ministry policy?
- Choices into Action Guidance and Career
Education Program Policy for Ontario Elementary
and Secondary Schools encourages the development
and maintenance of an academic and career
portfolio for all students. (page 17) - The Ontario Curriculum Grades 9 to 12 Program
Planning and Assessment states that assessment
and evaluation strategies must include the use
of samples of students work that provide
evidence of their achievement (page 13)
66Before implementing the use of portfolios in the
classroom teachers must consider the following
- Why ?
- How?
- What?
- (Rolheiser, Bower, Stevahn,The Portfolio
Organizer, 2000)
67WHY?
- Why am I thinking about implementing
portfolios in my classroom? - Why do I want to involve my students in the
collection and evaluation of their work?
68HOW?
- How will using portfolios help my students
achieve their goals? - How will using portfolios help me achieve my
goals for my students?
69WHAT?
- What is the purpose of the portfolio?
- Show product
- Show process
- Accumulate best work
- Assessment/evaluation
- What form will the portfolio take? How will it
be stored? - What will go into the portfolio?
70Types of Portfolios
- Collection portfolio
- Growth portfolio
- Unit portfolio
- Skills portfolio
- Showcase portfolio
- Comprehensive portfolio
- Exit/ Graduation portfolio
- Professional Career portfolio
71Group Activity
- How can the different types of portfolios be
used? - Refer to the handout called Purposes and Types
of - Portfolios. In your small groups complete the
third - column of the chart by giving examples of the
different - types of portfolios and where they can be used
within - the grade 12 curriculum.
72 The Portfolio Process
- The process involves both the teacher and the
student - Refer to the expectations and decide on the
method of assessment - The reflection process is a very important part
of the process
73Steps of the Portfolio Process
- COLLECT -purpose, type, labeling, storage
- SELECT - expectations, who selects? timelines
- REFLECT - student reflection and plans for
improvement - INSPECT - who does it? expectations
74For more information
- Rolheiser, Carol et. al. The Portfolio Organizer
Succeeding with Portfolio in Your Classroom.
ASCD, 2000. - Danielson, C., L. Abrutyn. An Introduction to
Using Portfolios in the Classroom. 1997.
75Self Assessment
- Process of gathering information and reflecting
on ones own learning - Students own assessment of personal progress
in knowledge, skills, process or attitudes - Leads student to greater awareness and
understanding of self
76Purpose of Self Assessment
- Assist student to take more responsibility and
ownership of learning - Enable student to make decisions about their
own learning - Use assessment as a mean of learning
- Focus on product and process
- Help student critique work
77Characteristics of Self Assessment
- Promotes metacognitive ability
- Allows for reflection
- Can include attitude surveys, self-concept
- questionnaires, interest inventories, personal
- journals
- Student addresses questions such as How do
- I learn best, What are my areas of growth?
- and Where do I need to improve?
- Students beliefs Teacher observations??
78Teachers Role in Self Assessment
- Guide all students on how to reflect on
- learning
- Provide time and opportunity for self-
- assessment
- Design questions and self-assessment tools
- Use self-assessment to determine change or
- growth in students attitude, understanding,
- achievement
79Design Down Process
- STAGE ONE
- Identify target understandings
- STAGE T WO
- Determine appropriate assessment of target
understandings - STAGE THREE
- Plan learning experiences and instruction that
make such understanding possible
80Stage ThreePlan learning experiences and
instruction that make such understanding possible
- Use the Achievement Chart to create
- assessment tools that are appropriate for the
- learning experience
- Ensure that students are aware of the
- expectations/criteria/due dates before the task
- begins
- Involve students in the creation of assessment
- tools
81Final Evaluation
- Purpose of grading and reporting is to provide
- an accurate description of how the student has
- progressed in his/her achievement
- 70 term grade reflects the most consistent
- level of achievement on summative evaluations
- throughout the course
82Final Evaluation (cont)
- 30 final grade reflects achievement derived
from summative final evaluation - Final evaluation may be written exam OR
performance task OR a combination of both
83Multiple Intelligences
- Howard Gardner
- Frames of MindThe Theory of Multiple
- Intelligences, 1985
- defined intelligence in a new way
- students are intelligent in different ways
84Gardner identifies eight intelligences
- Linguistic
- Logical-Mathematical
- Visual-Spatial
- Bodily Kinesthetic
- Musical-Rhythmic
- Interpersonal
- Intrapersonal
- Naturalist
85How are you intelligent?
- Individually complete the Multiple Intelligences
- Type Inventory to identify how you are
intelligent? - Source OAFE. Using Your Brain The Urban Use of
Pesticides
86What do Multiple Intelligences look like in the
classroom?
87Group Activity
- In your small groups complete the Instructional
Strategies chart by adding additional
instructional strategies to the lists.
88Creating a Multiple Intelligences Learning
Environment in Your Classroom
- Avoid isolated, meaningless tasks
- Connect to expectations
- Teach for understanding - problem solving
- Performance tasks that draw on student talents
- Written tests - variety of questions, all
categories of the achievement chart - Group projects but ensure individual
accountability - Lay foundation using a multi-sensory approach
89Creating a Multiple Intelligences Learning
Environment in Your Classroom (cont)
- Allow students some input into how they will
demonstrate learning - Teach to the assigned task - ensure students
have necessary skill/knowledge - Students maintain a processfolio
90Processfolio
- Students maintain a binder of all work leading
to the end product - Purpose of the processfolio
- helps students see the relationship
- between process and end product
- useful for teacher to ensure that all work
- is each students own
91- Until Multiple Intelligence Theory impacts on
assessment and evaluation practices, it will have
minimal effect on improving student learning - (Gini-Newman and Newman, 2001)
92Implications for Family Studies/Social Science
Teachers
- Summative evaluations at the end of an unit or
course should provide for ALL students the
opportunity to demonstrate their achievement of
curriculum expectations - Other ideas?
93Group Activity
- Using the Food and Nutrition Science Profile,
Unit 1 identify which of the multiple
intelligences are included in the
Teaching/Learning Strategies and the Assessment
and Evaluation of Student Achievement and
complete the gap analysis
94For More Information
- Ontario Agri-Food Education Inc. Using your
Brain. The Urban Use of Pesticides. - Simcoe County District School Board Multiple
Intelligence Homepage. http//www.scdsb.on.ca/mit/
mi.htmRSO - Education World - Multiple Intelligences A
Theory for Everyone. http//www.education-world.co
m/a_curr/curr054.shtml
95Critical Thinking Skills
96Group Activity
- What skills do our students have difficulty with?
Think - Individually answer the above
question Pair - Share your list with a partner
Share - Join with another pair and share your
new list. In your group prioritize the list.
Create your top 5 list. Write each thought/idea
on a card. As a group rearrange the cards and
discuss your reasons for doing this. Keep
re-arranging the cards until your group comes to
consensus.
97Peel teachers came up with the following list of
skills that students have difficulty with
- Knowing and Applying Basic Skills
- Reading, writing, recognizing and comprehending
words - Developing planning and study skills
- Making Connections
- Relating to the material and making connections
- Developing and expanding on ideas building on
concepts and generalizing - Knowing what is important and asking thoughtful
questions
98- Developing Intra-personal Skills
- - Self evaluation
- - Taking risks
- Working Together
- - Working effectively in groups, being
supportive and working with others who are
different - Demonstrating Good Work Habits
- - Working independently
- - Focusing and staying on task for extended
periods of time - - Listening and following instructions and
expectations - - Using class time effectively
- (Peel District School Board, 2001)
99The above can be characterized as intelligent
behaviour. Some students have these skills and
others are lacking. Teachers can help all
students to become better thinkers. Art Costa
(1991 and 2000) concluded that intelligent
behaviour can become a habit if students are
given instruction and the chance to
practice. Source Costa, Arthur L. Bena
Kallick Habits of Mind - A Developmental Series.
ASCD. Alexandria, Virginia. 2000
100Characteristics of Good Thinking vs. Poor Thinking
(Peel District School Board, 2001)
101Critical Thinking Skills - What are they?
Analyze for Assumption
Analyze for Bias
Thinking Skills
Making Analogy
Visualizing
(Gini-Newman, L. Peel District School Board, 2001)
102Effective Teacher Practices
Supporting Thinking Skills
Teacher as Facilitator
Encourage Questioning
Thinking Time
Model Skills
Frameworks/organizers
Scaffold tasks
Before,During After Strategies
(Peel District School Board, 2001)
103Skills for the Thinking Classroom
- Think - Individually give examples of when you
- give students the opportunity to practice
thinking - skills
- Pair - Share with a partner
- Share - Join with another pair and discuss the
- following
- It is not sufficient to sporadically spend a
lesson on thinking skills. Rather, the design of
the curriculum should be such that students are
continually challenged by being required to
interpret information, devise new or alternative
solutions, to an issue/problem.
104Graphic Organizers
- Students are faced with learning and making
sense of large amounts of new information
everyday in school. In the short term they may
retain some of the information but long term
retention is generally less successful.
Information that is presented and organized
visually helps many students understand and
retain the material.
105Graphic Organizers (cont)
- require students to take information and
reorganize it - students consolidate information in an
alternative manner - good for visual learners
- student becomes creator of new information
rather than - copier of words
- teacher introduces organizers, goal is to have
students - use them independently
- (Newman, Garfield. Images of Society Teachers
Resource, McGraw-Hill, 2001)
106Types of Organizers
- Wide variety available
- From simple to complex
- - charts
- - mind map
- - webbing
- - venn diagrams
- - fish scale
- - PMI (plus, minus, interesting)
- - KWL (what we know, want to know, learned)
- - ranking ladder
- Additional Information on Organizers can be found
in - Beyond Menot The Artful Science of
Instructional - Integration by Barrie Bennet and Carol Rolheiser
-
107How to use graphic organizers?
Use as an organizer prior to tasks such as
research, writing, group work Select organizers
that are appropriate to the needs or students and
course type Can be used as an assessment tool
Inspiration - computer software application that
allows us to develop ideas and organize thinking
http//www.inspiration.com
108Thinking Skills Resources
- OAFE. Issues - Complex Issues in Agriculture
and Food Production, 1999. - Marzano, R.J. et al. Dimension of Thinking A
Framework for Curriculum and Instructions, 1992. - Bennett, B., C. Rolheiser. Beyond Monet The
Artful Science of Instructional Integration,
2001. (905)619-0376.
109Cooperative Learning
- Where the heart meets mind
- Is co-operative learning still relevant for the
Family Studies classroom in the 21st century?
110Consider this
- Research on how the brain thinks and the
emergence of knowledge regarding intelligence,
creativity, and learning styles all argue that
social interaction is critical in the development
of intelligent behaviour - (Barrie Bennet and Carol Rolheiser, Cooperative
Learning Where Heart Meets Mind, 1991)
111Points to Consider
- learning is socially constructed we rarely
learn in isolation - everyone in the group must be accountable for
the learning - the importance of actively teaching social
skills, communication skills, and critical
thinking skills - group must be aware of how it functions as a
group
112Points to Consider (cont)
- tasks must be appropriate for group work
- groups of 2, 3 and 4 encourage interaction
- carefully think about the makeup of the group,
how will it be formed? - cooperative learning is not a solution to all
your students needs - group work done badly can be a very ineffective
teaching strategy
113Social Science Research
Research and Inquiry Skills Strand
114Social Science Research Skills
- social science research skills are introduced
- in the unit where they are first applied, and
they - are repeated and developed throughout the
- course
- they are embedded in ALL units of the courses
- grade 12 students may have had little prior
- instruction in these skills
- - diagnostic assessment needed to
- determine where students are
115Research and Inquiry Skills Expectations
- the process of social science research
- primary data collection/various methods
- secondary data collection
- using information technology to gather data
- developing research questions/hypothesis
- note taking skills
- evidence versus opinion
116Research and Inquiry Skills Expectations
- evaluating sources for bias, accuracy,
validity, - authority, and relevance
- documenting sources/citations
- communicating results of inquiries using a
- variety of methods - graphs, charts, diagrams,
- oral reports, written reports, reaction papers,
- essay
117Formative Assessment Social Science Research
Skills
- Conferencing (formal and informal)
- Criterion referenced checklists
- Checkpoints to be met throughout the process
- Anecdotal comments
- Portfolios
118Summative Assessment Social Science Research
Skills
- Incorporate social science research skills
- into the summative assessments/performance
- of the course
- Activities throughout the unit/course
- Culminating activities at the end of each unit
- Culminating activity for the course
119Social Science Research - An Instructional Tool
- Provide several opportunities to participate in
social - science research throughout the course
- May or may not need to write a formal report -
- depends on the designation/expectations of the
course - Social science skills should be incorporated
into your - lessons throughout the course
- May include them in any strand or unit of study
- May use various strategies to meet the overall
and - specific expectations for the course.
120Integrating Technology
- Opportunities for integrating technology
- are embedded throughout all Family Studies/
- Social Science courses
121Group Activity
- Divide into five groups with each group being
- responsible for one of the new grade12 courses
-
- Discuss how technology can be
- integrated into the course
- Identify specific computers applications
- and web sites that can be used
- Create a list of solutions to the problems
- your class may experience when using
- technology
122Conclusion
- Questions
- Concerns
- Concluding Discussion