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Posts from the ‘assessment’ Category

Crowdsourcing the standards: How would you make them better?

It’s been seven years. Seems like yesterday. And now it starts again.

I’m not sure if it’s a law or a regulation. Maybe both. Either way, the Kansas Department of Education is required to review content standards every seven years. 2018 is that year for social studies.

Seven years ago, 30 of us got together for the required review. We sat down and started a process that some of us ended up calling “the Philadelphia.” We had a set of social studies standards but we knew they weren’t doing what we wanted them to do. They emphasized drill and kill teaching. Multiple choice assessments. And clearly failed to encourage critical thinking.

The KSDE mandate was to “review and revise as needed.” We agreed to that. Just like the Founding Fathers who gathered in Philadelphia to review the Articles of Confederation in 1787. They knew going in that they wanted to do more than just review and revise. They wanted something new, effective, and powerful. So they threw out the Articles and walked out a couple of months later with the Constitution.

And no. The Kansas social studies standards are not the Constitution. The 30 educators who met back in 2011 were not the Founding Fathers. But the group did come into the room ready to throw out the old standards, start from scratch, and build something completely new.

What we came up with is a document that Read more

Best posts 2017: BreakoutEDU and student engagement

I’m sure most of you are doing the same thing I’m doing right now. Spending time with family and friends, watching football, catching up on that book you’ve been dying to read, eating too much Chex Mix, and enjoying the occasional nap.

But if you need a break from all of the holiday cheer, we’ve got you covered. Between now and the first week in January, you’ll get a chance to re-read seven of the most popular History Tech posts from 2017. Enjoy the reruns. See you in a couple of weeks!


Escape rooms.

I’ve never tried it but people I know who have done the escape room thing say the experience is awesome. If you’re not familiar with the concept, head over and take a quick peek at one example from the TV show The Big Bang Theory.

The idea is that you are “locked” into a room with a time limit. There are clues scattered around that you must find and figure out. These clues eventually lead to a key or passcode that you can use to escape from the room and win the challenge.

Escape rooms are great examples of the research that suggests the brain loves solving problems and novelty. When we experience new and intriguing tasks, reward chemicals are released – cementing learning and retention.

So it shouldn’t be a surprise that a couple of teachers adapted the escape room idea to their classrooms. James Sanders and Mark Hammons developed an activity that they titled BreakoutEDU. But instead of escaping from an actual room, BreakoutEDU players solve clues to open a series of locks and boxes with the ultimate goal of getting into the final Breakout box.

And the cool thing? Read more

History Nerdfest 2017: Using SHEG templates to create your own historical thinking lessons

We all love the Stanford History Education Group. Great lessons. Aligned assessments. Perfect balance between process and content. Focus on historical thinking skills. And just this week, a rebranding of the site and the addition of civic literacy tools.

But what happens if you can’t find what you need for your content in their list of 132 US and world history lessons? Go back to the lecture?

Nope. I’ve been preaching for years that we should be using the structure and process of those 132 lessons to create our own. Extra work? Sure. But if you follow the SHEG model, you know that what your kids are going to get is good for them.

But it can be daunting. What are the steps? What should go where? How should I create the questions? What documents to use?

Some of those questions were answered Saturday when Read more

Likes, wonders, and powerful student presentations

I’ve always liked the idea of Likes & Wonders. Asking kids to think about art, for instance. Or during gallery walks of student products.

But I haven’t really thought much about the idea of using the same sort of thinking process during live presentations by students. So yesterday was a new learning experience for me when I got the chance to play a part in PBL guru Ginger Lewman’s two day Passion-Based Learning session.

Ginger was working with a small group of high school teachers, walking through some PBL steps and asking teacher groups to do sample presentations. Along with a few other ESSDACK folks, I sat in on one of the presentations as a “student” listening to the presentation.

And it was cool to see the Likes and Wonders idea applied to student presentations.

We’ve all seen it. A kid or group of kids get up. They do three or four or 15 minutes of a presentation. Chances are, the preso isn’t that good. And the classroom audience is completely disengaged. Kids in the audience have either already presented and don’t care anymore or they’re presenting next and are freaking out.

The whole point here is get kids to think historically and practice literacy skills. So what to do when presentations aren’t that good and the audience is nowhere to be found? Read more

Tip of the Week: 5 social studies text sets, reading passages, and notable tradebooks

As we ask our kids to read more fiction as well as non-fiction texts, it can sometimes be difficult finding just the right content. The good news is that there are resources online that can help. Here five of the most helpful: Read more