john lee, ph.d. c3 framework and inquiry learning

John Lee, Ph.D.

C3 Framework and Inquiry Learning

“Social Studies is so BORING and

i r r e l e v a n t ”

“I hate memorizing all of

those names and dates!”

“We sure watch a lot of movies!”

Ferris Buellers Day Off, 1986

Raiders of the Lost Ark, 1981

• Foundation for new standards

• Companion to existing state

standards

• Recalibrate Relationship with

Literacy

• Professional Learning (In-service

and pre-service) framed by an

Inquiry Arc

• Implications for Curriculum and

Instruction

• Assessment reform

http://www.socialstudies.org/c3

http://www.socialstudies.org/c3

C3 Foundations

C3

Inq

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y A

rc

• Dimension 1: Developing Questions and Planning Inquiries

• Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History)

• Dimension 3: Evaluating Sources and Using Evidence

• Dimension 4: Communicating Conclusions and Taking Informed Action

Wh

at is

th

e C

3 F

ram

ewo

rk?

C3

Inq

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Wh

at is

th

e C

3 F

ram

ewo

rk? The C3 Framework fully incorporates and extends the

expectations for literacy learning put forward in the ELA Common Core. We view the literacy skills detailed in the ELA Common Core as establishing a foundation for inquiry in social studies. These literacy skills are an indispensable part of social studies.

Lite

racy

• Useful Connections to CC Anchor Standards

• Focus on argumentation, the use of evidence, source work, and discourse

Wh

at is

th

e C

3 F

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ewo

rk?

• Questioning

• Selecting sources

• Gathering information from sources

• Evaluating sources

• Making claims

• Using evidence

• Constructing arguments and explanations

• Adapting arguments and

explanations

• Presenting arguments and explanations

• Critiquing arguments and explanations

• Analyzing social problems

• Assessing options for action

• Taking informed action

C3

Lit

era

cie

s

• Using deliberative processes

• Participating in school settings

• Following rules

Inq

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yD

isci

plin

ary

• Classifying historical sources

• Determining the purpose of an historical source

• Analyzing cause and effect in history

• Making economic decisions

• Using economic data

• Identifying prices in a market

• Reasoning spatially

• Constructing maps

• Using geographic data

Wh

at is

th

e C

3 F

ram

ewo

rk?

Wh

at is

th

e C

3 F

ram

ewo

rk? Now more than ever, students need the intellectual power to

recognize societal problems, ask good questions and develop robust investigations into them, consider possible solutions and consequences, separate evidence-based claims from parochial opinions, and communicate and act upon what they learn.

Civ

ic E

nga

gem

en

t

• The Civic Arc of the C3.

• Civil and democratic discourse within a diverse and collaborative context.

– e.g., Individually and with others, students will…

– e.g., D2.Civ.9.9-12. Use appropriate deliberative processes in multiple settings.

• Taking Informed Action

C3 Framework Organization

73 indicators in the four Dimensions

Dimension 2:Applying Disciplinary Tools and Concepts

Indicators and Pathways

• Foundation for new standards

• Companion to existing state

standards

• Recalibrate Relationship with

Literacy

• Professional Learning (In-service

and pre-service) framed by an

Inquiry Arc

• Implications for Curriculum and

Instruction

• Assessment reform

Inquiry Design Model

c3teachers.org/idm

http://www.c3teachers.org/idm

IDM components

Dr. John Lee | NC State| 2015

• Component I—Questions

• Component II—Tasks

• Component III—Sources

IDM follows C3 Inquiry Arc

Students ask

a

COMPELLIN

G

question……

Students answer

in the form of a

SUMMATIVE

ARGUMENTIn the middle are the

FORMATIVE TASKS

(Content and Skills)

InquiryDesignModel(IDM)Blueprint

CompellingQuestion

Standards

Supporting

Question1

Supporting

Question2

Supporting

Question3

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask

FeaturedSources FeaturedSources FeaturedSources

Summative

PerformanceTask

TakingInformedAction

Inquiry Design Model:

Questions

IDM and C3 Inquiry Arc

Students answer

in the form of a

SUMMATIVE


FORMATIVE TASKS


Students ask

a

COMPELLIN

G

question……

Compelling questions


Characteristics of compelling questions:

• Set the opening frame for an inquiry

• Express the intellectual rigor and student relevance of an inquiry

• Set up the summative performance task

Intellectually rigorous


A compelling question:

• Reflects an enduring issue, concern, or debate in the field

• Demands the use of multiple disciplinary lenses and perspectives

Relevant to students


A compelling question:

• Reflects one or more qualities or conditions that we know children care about

• Honors and respects children’s intellectual efforts

Compelling…or not so compelling?


• Did slavery make economic sense?

• How could slave owners justify their actions?

• Who were three abolitionists?

• Was everyone in the South a racist?

• Should former slaves have received reparations?

• What were the causes of the Civil War?

• Can words lead to war?

8thGradeUncleTom’sCabinInquiry

CompellingQuestion

Canwordsleadtowar?

Georgia

Grade8

SocialStudies

Standards

SS8H6ThestudentwillanalyzetheimpactoftheCivilWarandReconstructiononGeorgia.

a. ExplaintheimportanceofkeyissuesandeventsthatledtotheCivilWar;

Gathering,Using,andInterpretingEvidence;ChronologicalReasoningandCausation;ComparisonandContextualization

Supporting questions


• Support and extend the Compelling Question

• Represent the disciplinary knowledge desired

• Reflect the sources selected

• Inspire formative performance tasks


CompellingQuestion

Canwordsleadtowar?

Georgia

Grade8

SocialStudies

Standards



Gathering,Using,andInterpretingEvidence;ChronologicalReasoningandCausation;ComparisonandContextualization

SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4

HowdidHarrietBeecherStowedescribeslaveryin

UncleTom’sCabin?

WhatledHarrietBeecherStowetowriteUncleTom’s

Cabin?

HowdidNorthernersandSouthernersreactto

UncleTom’sCabin?

WhatwastheimpactofUncleTom’sCabinon

abolitionism?


Tasks

Students answer

in the form of a

SUMMATIVE


FORMATIVE TASKS


Students ask

a

COMPELLIN

G

question……


A Task-based approach


• Formative Performance Tasks

• Summative Performance Tasks

• Modular Performance Tasks

– Summative Extensions/Adaptations

– Taking Informed Action

Task provide opportunities to assess students' learning


Focus on…

• Content Knowledge

• Conceptual Knowledge

• Skills:– Disciplinary Skills

– Inquiry Skills

– Literacy Skills

– Technology Skills

Formative Performance Tasks


• In order to make a coherent and evidenced-based argument, – students need to build their knowledge base;

– students need practice with argumentation skills;

– students need a strong conceptual foundation;

• Formative task work is purposeful—there is no “gotcha” summative assessment.

• These formative tasks are framed by the supporting questions.

*Note: formative tasks often follow a skill progression of increasing complexity.


CompellingQuestion

Canwordsleadtowar?



UncleTom’sCabin?


Cabin?


UncleTom’sCabin?


abolitionism?

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask

SummarizetheplotofUncleTom’sCabin,and

identifymainideasandsupportingdetailsfrom

Stowe’sdescriptionofslaveryinUncleTom’s

Cabin.

Identifyfourquotesinthesourcesthatpointto

Stowe’smotivationandwriteaparagraph

explaininghermotivation.

ComparetheviewpointsexpressedinNorthern

andSouthernnewspapersusingaT-

chartandmakeaclaimaboutthedifferences.

Participateinastructureddiscussionregardingthe

impactUncleTom’sCabinhadonabolitionism.

Summative Performance Tasks


Takes form as an argument.

An argument is a collection of claims supported by relevant evidence, which can be considered an answer to the question investigated by the research.

As arguments become more sophisticated, students might include counterclaims.


CompellingQuestion

Canwordsleadtowar?



UncleTom’sCabin?


Cabin?


UncleTom’sCabin?


abolitionism?

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask




Cabin.









Summative

PerformanceTask

Canwordsleadtowar?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussestheimpactofUncleTom’sCabinusingspecificclaimsandrelevantevidencefromhistoricalsourceswhile

acknowledgingcompetingviews.

Uncle Tom’s Cabin:

Can Words Lead to War?

• Argument stems: Students’ arguments likely will vary, but could include any or all of the following claims:

• Words can lead to war when words, such as the words in Uncle Tom's Cabin, help people to express their disagreements with others.

• The causes of the Civil War and most other wars are very complicated and cannot be boiled down to words in a book such as Uncle Tom's Cabin.

• It is difficult to determine the extent to which Uncle Tom’s Cabin contributed to the Civil War, but the book did support abolitionism.

Modular Performance Tasks


• Staging the Compelling Question

• Extensions or alternative ways for students to express their arguments.

• In keeping with C3 Framework: D4.3.6-8. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).

• Taking Informed Action

Exa

mple

s o

f S

um

mative

Exte

nsio

ns

Taking Informed Action


• Ways for students to civically engage with the inquiry.

• Sometimes action is embedded in summative performance task.

• In keeping with C3 Framework,

– Step 1: Understand the problem

– Step 2: Assess the problem

– Step 3: Take Action on the problem

Taking Informed Action

IDM Taking Informed Action

Complexity of the Effort

Lo

cu

s o

f A

cti

vit

y

Research Issue relevant to Inquiry

Identifying the problem(s) and

possible civic action(s)

Understand Problem Assess Options Apply Action

Cla

ssro

om

Sch

oo

lC

om

mu

nit

y Organizing a boycott

Organizing a fundraising event for an issue/cause

Uploading a PSA to a website

Circulating apetition

Write a letter to an editor

School Newspaper Special Issue

Organizing a school assembly

Bringing stakeholders together for a

classroom forum.


CompellingQuestion

Canwordsleadtowar?

Georgia

Grade8SocialStudies

Standards



Gathering,Using,andInterpretingEvidence;ChronologicalReasoningandCausation;Comparisonand

Contextualization

StagingtheQuestion

Considerthepowerofwordsandexamineavideoofstudentsusingwordstotryandbringaboutpositivechange.



UncleTom’sCabin?


Cabin?


UncleTom’sCabin?


abolitionism?

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask




Cabin.









Summative

PerformanceTask

Canwordsleadtowar?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussestheimpactofUncleTom’sCabinusingspecificclaimsandrelevantevidencefromhistoricalsourceswhile

acknowledgingcompetingviews.

Taking

InformedAction

Understand:Identifyanddescribeamodernissuethatneedsreform(e.g.childlabor,trafficking,orpoverty).

Assess:Createalistofpossibleactionsthatinvolvewords.Thismayincludeletters,editorials,socialmedia,videos,andprotests.

Act:Chooseoneoftheoptionsandimplementitasanindividual,smallgroup,orclassproject.


Sources

Students answer

in the form of a

SUMMATIVE


FORMATIVE TASKS


Students ask

a

COMPELLIN

G

question……


The nature of sources


• Sources provide information that is useful in answering questions.

• Three characteristics of sources

– Information contained in a source

– Composition of a source

– Perspective or bias of a source

The Instructional Uses of Sources


Sources can be used to

• Spark curiosity

• Build knowledge

• Construct arguments

Sparking Curiosity

Sparking curiosity is about engagement.

• Focus on relevance and what we know students care about.

• Using Staging Activities in an inquiry.

• Nurturing curiosity through sources throughout the inquiry.

Building Knowledge

• Sources in an inquiry contain the disciplinary knowledge (content and concepts) students need to complete tasks.

• Students use disciplinary skills when building knowledge.

• Students gather information from the sources during an inquiry.

Constructing Arguments with Evidence

• Inquiries result in arguments.

• Sources contain information that can be used as evidence in an argument.

• Students need support determining what information should be used in an argument.


CompellingQuestion

Canwordsleadtowar?



UncleTom’sCabin?


Cabin?


UncleTom’sCabin?


abolitionism?

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask




Cabin.









FeaturedSource FeaturedSource FeaturedSource FeaturedSource

SourceA:Summaryof

UncleTom’sCabin

SourceB:Excerptsfrom

UncleTom’sCabin

SourceC:Illustrations

fromUncleTom’sCabin

SourceA:UncleTom's

Cabin-ChapterXLV:ConcludingRemarksby

HarrietBeecherStowe

SourceB:Letterfrom

HarrietBeecherStowetoLordThomasDenman,1853

SourceA:TheMorning

Post"W.B.S."Boston,May,1852

SourceB:SouthernPressReview,Unsigned,1852

SourceA:CharlesSumner

quotefromtheSenate,1852

SourceB:TheLiberatorJohn

Ball,Jr.Boston:8September1854

SourceC:SalesofUncleTom’sCabin

Summative

Performance

Task

Canwordsleadtowar?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussesthe

impactofUncleTom’sCabinusingspecificclaimsandrelevantevidencefromhistoricalsourceswhileacknowledgingcompetingviews.

Working with Sources

• When using sources in an inquiry teachers should consider the following.

– Selecting sources

– Scaffolding

– Adapting sources

Selecting Sources

• Selection of sources requires deep knowledge of content.

• Where can we find the sources?

• Archives, libraries, collections

• Online

• Through collaboration and sharing

Adapting sources

• Approaches to adapting sources– Excerpting– Modifying – Annotating

• Examples– Text passage from Uncle Tom’s Cabin– Summary of Uncle Tom’s Cabin– Illustration from the 1st edition of Uncle Tom’s Cabin

• Adaptations to instruction• Objections to making changes to sources

Sources require scaffolding

• Scaffolds provide novices with support for complex academic work.

• Scaffolds can be designed to support formative and summative tasks.

• Analyzing sources in an inquiry involves literacy work.

• Source work is not easy.

Questions

Tasks

Sources


CompellingQuestion

Canwordsleadtowar?

Georgia

Grade8SocialStudies

Standards



Gathering,Using,andInterpretingEvidence;ChronologicalReasoningandCausation;

ComparisonandContextualization

StagingtheQuestion

Considerthepowerofwordsandexamineavideoofstudentsusingwordstotryandbringaboutpositivechange.



UncleTom’sCabin?

WhatledHarrietBeecherStowetowriteUncle

Tom’sCabin?

HowdidNorthernersandSouthernersreact

toUncleTom’sCabin?


abolitionism?

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask

Formative

PerformanceTask

SummarizetheplotofUncleTom’sCabin,andidentify

mainideasandsupportingdetailsfromStowe’s

descriptionofslaveryinUncleTom’sCabin.




Comparetheviewpointsexpressedin

NorthernandSouthernnewspapersusingaT-




FeaturedSource FeaturedSource FeaturedSource FeaturedSource

SourceA:SummaryofUncleTom’sCabin

SourceB:ExcerptsfromUncleTom’sCabin

SourceC:IllustrationsfromUncleTom’sCabin

SourceA:UncleTom'sCabin-ChapterXLV:

ConcludingRemarksbyHarrietBeecherStowe

SourceB:LetterfromHarrietBeecherStoweto

LordThomasDenman,1853

SourceA:TheMorningPost"W.B.S."Boston,

May,1852

SourceB:Southern

PressReview,Unsigned,1852

SourceA:CharlesSumnerquotefromtheSenate,

1852

SourceB:TheLiberator

JohnBall,Jr.Boston:8September1854

SourceC:SalesofUncleTom’sCabin

Summative

Performance

Task

Canwordsleadtowar?Constructanargument(e.g.,detailedoutline,poster,essay)that

discussestheimpactofUncleTom’sCabinusingspecificclaimsandrelevantevidencefromhistoricalsourceswhileacknowledgingcompetingviews.

TakingInformed

Action

Understand:Identifyanddescribeamodernissuethatneedsreform(e.g.childlabor,trafficking,

orpoverty).

Assess:Createalistofpossibleactionsthatinvolvewords.Thismayincludeletters,editorials,

socialmedia,videos,andprotests.

Act:Chooseoneoftheoptionsandimplementitasanindividual,smallgroup,orclassproject.

Modules for

Teaching inquiry with

Library of Congress

c3teachers.org/loc

c3teachers.org/loc

c3teachers.org

john lee, ph.d. c3 framework and inquiry learning

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