1. Quadrant D Middle School Classroom
Denise White
International Center for Leadership in Education
Note to consultant – you should greet everyone at the door as they enter the room. Shake hands, look them in the eye, introduce yourself, welcome them. Ask them their name, etc. Mingle around tables and begin to develop relationships with everyone.
You will need to have people create nametags (have blank stickers at the tables so they can write their names, for example)

2. Objective
You will experience a Quad D middle school social studies lesson.
Remember to let them know this is NOT the first time you’ve taught arguments.

3. Rigor/Relevance Framework
Another way to think about the quadrants is who is doing the thinking and the work. When students are working and thinking, they are engaging in high rigor/high relevant activities.
Aside to consultant: you may want to gauge the room to see how many people have heard of the Framework before, how many know it well, and how many know it very well.

4. During the Lesson
Pretend you are a middle school student to fully experience Quad D learning.
Note the level of rigor and the level of relevance in this lesson.
Document any instructional strategies you want to implement.
Jot down any questions you have to ask during debriefing.

5. Our Goals
This week:
You will draft a school policy for social networking to present to your school’s administrative team.
Today:
You will understand
what public policy is
why policies are created
how citizens influence policy.

7. Human Continuum
Should the airman have been allowed to escort his sister to the prom?
Put yourself on the line based on how strongly you feel about this.
Fold the line.
Take turns discussing:
Why should he or should he not be allowed to escort his sister to the prom?
What should be done about this situation?

8. What Really Did Happen?
With a partner, read the article from the Washington Post.
In yellow, highlight the information in the text that explains two things that have happened since the prom
In orange, highlight the information in the text that explains what caused these changes to take place.
Be prepared to compare your findings with another pair.

9. Group Huddle Stand up and huddle in.
Starting with the person with the shortest hair, take turns discussing the following:
Discuss the changes the took place and explain who was involved in influencing policy and how they were involved.

10. Create a Definition Peruse the policies at your tables.
Based on what you notice about these and what you read about the proposed policy change in Kansas, using the group roles, write a definition for policy in your own words.
Be prepared to share with the group.

11. Group Roles
Discussion Leader: Leads a discussion of what you notice about the school policies and what you read about the proposed policy change in Kansas.
Synthesizer: Helps the group synthesize their understanding into a statement defining policy.
Recorder: Records the definition on chart paper.
Speaker: Presents the definition to the class.

12. Tomorrow: Creating a Social Networking Policy for our School – Step 1: Research
HOMEWORK
Read article and underline at least three ways social networking is working well in schools; star at least one danger or disadvantage of social networking.
Watch the news story at
Write three bulleted points about how Facebook is being used successfully in this Texas school.

13. Why do new policies need to be formed and adopted?
How can citizens (or students) influence policy changes?

14. Stand Up, Hand Up, Pair Up
At the signal, stand up, put your hand up, find a partner NOT at your table and give him/her a high five.
Listen actively to one another as you share the information from your first section.
When you finish, put your hand up and find a second partner with his or her hand up and give a high five.
Share the information in your second section.
Return to your seat when finished.
Turn in your index card as your exit ticket.

15. Debriefing the Lesson
Think about the lesson. In what quadrant(s) does this lesson fall? Why?

16. Rigor/Relevance Framework
Another way to think about the quadrants is who is doing the thinking and the work. When students are working and thinking, they are engaging in high rigor/high relevant activities.
Aside to consultant: you may want to gauge the room to see how many people have heard of the Framework before, how many know it well, and how many know it very well.

17. Begin with the End in Mind: Performance Task
Draft a school policy for social networking to present to your school’s administrative team.

18. Debriefing the Lesson In what quadrant does this lesson fall? Why?
What instructional strategies did you think made this lesson more effective?

19. Instructional Strategies
Video
Human Continuum
Group Huddle
Text-marking
Generating a Definition
Group Roles
Stand Up, Hand Up, Pair Up

20. Debriefing the Lesson In what quadrant does this lesson fall? Why?
What instructional strategies did you think made this lesson more effective?
What standards were addressed?

21. National Council for the Social Studies Standards
X. Civics Ideals and Practices e. Explain actions citizens can take to influence public policy decisions. i. Describe how public policies are used to address issues of public concern.

22. Common Core State Standards: Literacy in History & Social Studies
CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

23. Debriefing the Lesson In what quadrant does this lesson fall? Why?
What instructional strategies did you think made this lesson more effective?
What standards were addressed?
With your Learning Club, develop one question you would like to have answered.

24. International Center for Leadership in Education
Quadrant D Classroom Thank you for participating in this Quad D Classroom! Please complete your evaluation before you leave.
Denise White
International Center for Leadership in Education