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US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz
16

US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Mar 26, 2015

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Page 1: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

US History Data Team Process

US History Data Team Process

Pete BothunPaul MadsonRob SchultzEmily Walz

Pete BothunPaul MadsonRob SchultzEmily Walz

Page 2: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Standard:Standard: K. The student will understand the origins

and impact of the Great Depression and the New Deal, 1929-1940.

A. Historical Inquiry The student will analyze historical evidence

and draw conclusions.

K. The student will understand the origins and impact of the Great Depression and the New Deal, 1929-1940.

A. Historical Inquiry The student will analyze historical evidence

and draw conclusions.

Page 3: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Pre Test DataPre Test Data

Pre-Assessment

2%12%

67%

19%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Proficient Close Far NMT

Page 4: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Smart Goal Smart Goal

Move 2% of Students proficient in knowledge of Great Depression to 86% Proficient

Move 2% of Students proficient in knowledge of Great Depression to 86% Proficient

Page 5: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

The Problem:The Problem:

Students lack knowledge of historical content

Areas students struggle when writing a essay: Write a prove a thesis organize information

Students lack knowledge of historical content

Areas students struggle when writing a essay: Write a prove a thesis organize information

Page 6: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Prioritized NeedsPrioritized Needs

Content Knowledge Write a thesis statement Prove a thesis statement Organize information into

paragraphs

Content Knowledge Write a thesis statement Prove a thesis statement Organize information into

paragraphs

Page 7: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

StrategiesStrategies

Make connections to today Primary source analysis Non-linguistic representation Group Work Think-Pair-Share

Make connections to today Primary source analysis Non-linguistic representation Group Work Think-Pair-Share

Page 8: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Adult BehaviorsAdult Behaviors Modeling Gradual release Teaching Cornell Notes Format Create graphic organizer to meet learning

goals Make connections to today Access prior knowledge

Modeling Gradual release Teaching Cornell Notes Format Create graphic organizer to meet learning

goals Make connections to today Access prior knowledge

Page 9: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Student BehaviorsStudent Behaviors

Asking questions Pair, group, and whole class

discussion Engaging in activities Take Cornell notes Complete graphic organizers

Asking questions Pair, group, and whole class

discussion Engaging in activities Take Cornell notes Complete graphic organizers

Page 10: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Student WorkStudent Work

Multiple graphic organizers History Alive Activities- primary

source analysis Outline for the essay

Multiple graphic organizers History Alive Activities- primary

source analysis Outline for the essay

Page 11: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

5-paragraph essay in answer to this question:Which program did the most to expand opportunity for the

target group of Americans it was designed to help?

examples: New Deal Program= Agricultural Adjustment Act

Target Group= Farmers

New Deal Program= Social Security ActTarget Group= Older and Disabled

Americans

Page 12: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

New Deal Essay Outline

Paragraph 1: Introduction and Thesis

Paragraph 2: Description of the economic problems face by the group of people that the New Deal program was designed to help

Paragraph 3: Explanation of the New Deal program

Paragraph 4: Evaluation of the effectiveness of the program for the target group

Paragraph 5: Conclusion

Page 13: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Assessment:Assessment:

Great Depression Collage - ECA Multiple choice assessment New Deal Essay

Great Depression Collage - ECA Multiple choice assessment New Deal Essay

Page 14: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Essay RubricEssay Rubric

Page 15: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

Post Test DataPost Test DataPost-Assessment

35%

18%

41%

7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Proficient Close Far NMT

Pre-Assessment

2%12%

67%

19%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Proficient Close Far NMT

Page 16: US History Data Team Process Pete Bothun Paul Madson Rob Schultz Emily Walz Pete Bothun Paul Madson Rob Schultz Emily Walz.

ReflectionReflection

Multiple choice can measure content knowledge, but not a skill. We decided with the post-test to add an essay which gives us more information. For the next data cycle, we decided to measure their skill of “cause-action-effect”

Students need lots of scaffolding to write an essay

Multiple choice can measure content knowledge, but not a skill. We decided with the post-test to add an essay which gives us more information. For the next data cycle, we decided to measure their skill of “cause-action-effect”

Students need lots of scaffolding to write an essay