K-12 Social Studies Training on Concept-Based Lesson Planning Please log onto the internet: Wiki: http://ssnces.ncdpi.wikispaces.net K-12 Social Studies Training on Concept-Based Lesson Planning Region 1: NERESA Plymouth, North Carolina September 17-18, 2013

NCDPI K-12 Social Studies Team: Section Chief Fay Gore fay.gore@dpi.nc.gov Program Assistant Bernadette Cole bernadette.cole@dpi.nc.gov K-12 Consultant Ann Carlock Ann.Carlock@dpi.nc.gov Justyn Knox Justyn.Knox@dpi.nc.gov Steve Masyada Stephen.Masyada@dpi.nc.gov K-12 Consultant Michelle McLaughlin michelle.mclaughlin@dpi.nc.gov

Ground Rules A few agreements for our two days together: Place electronic devices on vibrate or off Participate fully Limit side-bar conversations Respectfully disagree Any additional ground rules?

A morning break around 10:30 Lunch at 12:00 noon Afternoon break around 2:30 Survey http://www.123rf.com/clipart-vector/logistics.html

Overall Session Objectives Understand what a concept-based social studies lesson looks like in action. Identify the essential components in a conceptual lesson plan. Understand the process of how to develop a concept- based lesson plan. Use the essential components of a conceptual lesson plan to develop daily lessons based on a conceptual unit. These objectives are for the two days.

During This Session We Will … Reflect on individual understandings of quality in concept-based lesson plans that are specifically designed for the Social Studies. Participate in a conceptual lesson plan derived from a conceptual unit. Observe and provide feedback on a conceptual lesson plan in action. This covers what we will be doing TODAY.

Self Reflection Assessment NC K-12 Social Studies Essential Standards Crosswalks Unpacking Documents Key Terminology Online Modules Graphic Organizers SS Update Webinars SS Wiki Site UNPACKING THE STANDARDS Concept-Based Lesson Planning Online Resources Classroom Assessment Samples Data Literacy Unit Development Planning & Design Templates That Support Unit Design Aligning Classroom Assessments Disciplinary Literacy DEVELOPING LOCAL CURRICULA INSTRUCTIONAL DESIGN Phase I Phase II Phase III Activity Example Self Reflection Assessment  Phase I Phase II Phase III I/The teachers I support) need more training and support on how to use the support documents (crosswalks, unpacking, terminology). (I/The teachers I support) have participated in some type of Unit Development Training to be able to follow the process of developing concept-based units.

Guiding Questions for the Session Why create lesson plans? What is a quality lesson plan? What is the difference between concept based and traditional teaching? What makes for quality instruction in the social studies?

Why create a lesson plan? Process allows educators to thoroughly explore the standards and curriculum that will lead to purposeful instruction Provides a clear road map of what students should be able to know and do and how students will be assessed Ensures alignment of student learning and activities to academic standards What are your district or principal’s expectations for lesson planning? The process allows educators to thoroughly explore the standards and curriculum that will lead to purposeful instruction ·         Provides a clear road map of what students should be able to know and do and how students will be assessed ·         Ensures alignment of student learning and activities to academic standards Improves classroom management and increases teacher confidence  

What is a quality lesson plan? Actively engages students through student centered process Contains clear learning objectives Teaches to an understanding The ‘R’s—Relevant and Rigorous The ‘M’s—Meaningful and Memorable Contains variety of assessment opportunities Literacy rich Technology where appropriate Lewis, C. C. (2004). Lesson study. RBS. Kagan, D. M., & Tippins, D. J. (1992). The evolution of functional lesson plans among twelve elementary and secondary student teachers. The Elementary School Journal, 477-489. Ornstein, A. C., & Lasley, T. J. (1990). Strategies for effective teaching. New York: Harper & Row. Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press. Erickson, H.L. (). Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. Thousand Oaks, CA: Corwin Press. Jacobs, H.H(Ed) (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: Association for Supervision and Curriculum Development.

What is the difference between concept based and traditional teaching? Traditional Classroom Teaching to facts and topics Teacher centered Little to no inquiry Teaching using no concepts or using concepts as vocabulary Conceptual Classroom Teaching to “big ideas” Student Centered Use of inquiry Teaching using concepts as a part of relationships and transferrable understandings Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press. Erickson, H.L. (). Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. Thousand Oaks, CA: Corwin Press. Jacobs, H.H(Ed) (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: Association for Supervision and Curriculum Development.

What makes for quality instruction in the Social Studies? Meaningful & Authentic Integrative Value-Based Challenging Active Notes: See handout LINK TO NCSS DOCUMENT Taken from: A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy – A Position Statement of National Council for the Social Studies May 2008

Non-negotiables List and Feedback Form

Lesson Plan Welcome to sixth grade!

Mini-Lesson One Reflection Using the feedback form, reflect individually and then with your colleagues how the lesson you just took part in reflects conceptual instruction and good social studies instruction. Share out one or two key points of section from your discussion.

Observation Time Use the form as you observe the lesson to provide feedback to the teacher, simulating a classroom visit. Remember that you are looking for conceptual teaching and learning and good social studies instruction. Big questions: What is the teacher teaching? What impact does the teacher have on student learning?

Mini-Lesson Two Reflection Observers: share your feedback! I like, I wonder, I have Students: share your thoughts on your experience. What were the generalizations that were taught in the lesson plan, and how did the teacher check to see if the students have gotten to the understanding?

Homework! Using the feedback form and the non- negotiables sheet, evaluate the provided excerpt of the lesson plan. How do mini-lessons three and four connect back to the prior lessons? What does the lesson plan suggest that the teacher is trying to teach? Look for flow, connections between lessons. Does everything get back to the understanding? Do lessons three and four help facilitate the transfer of ideas, skills, and concepts between lessons?

How does teaching conceptually differ from teaching traditionally? Discuss in small groups: What did you see or experience that differed from how these skills and critical content may have been taught as a traditional lesson? What questions do you still have?

3-2-1 and Survey Complete today’s survey if you have not done so already. Three things you learned from today’s session. Two ways in which you might change the session. One question that you still have.

Tomorrow we will: Discuss the lesson planning process. Begin to develop our own lessons.

Please complete the survey prior to leaving the session Day One Exit Ticket Please complete the survey prior to leaving the session Thank You!