NCEES & Social Studies

Through the Lens of Standards 3 and 4

Session Objectives and Learning Targets

Objectives:❑ Explore the relationship

between Social Studies and Educator standards 3 and 4

❑ Understand how concept-based curriculum and instruction can be used to improve student learning.

❑ Discuss how to provide feedback relating to concept based curriculum and instruction.

Learning Targets:❑ Demonstrate an understanding

of the relationship between Social Studies and Educator standards 3 and 4

❑ Demonstrate an understanding of concept based curriculum and instruction.

❑ Demonstrate an understanding of feedback to provide on a concept-based instruction.

A few agreements for our time together:

❑ Place electronic devices on vibrate or off

❑ Participate fully

❑ Limit side-bar conversations

❑ Respectfully disagree

Ground Rules

Standards 3 & 4

AN OVERVIEW

Standards 3 and 4

Standard 3: Teachers Know the Content They TeachA. Teachers align their instruction with the North Carolina Standard Course of Study.B. Teachers know the content appropriate to their teaching specialtyC. Teachers recognize the interconnectedness of content areas/disciplines.D. Teachers make instruction relevant to students.

Standard 4: Teachers facilitate learning for their students.

A. Teachers know the way in which learning takes place, and they know the appropriate levels ofintellectual, physical, social, and emotional development of their students.B. Teachers plan instruction appropriate for their students.C. Teachers use a variety of instructional methods.D. Teachers integrate and utilize technology in their instruction.F. Teachers help students work in teams and develop leadership qualities.E. Teachers help students develop critical-thinking and problem-solving skills.G. Teachers communicate effectively.H. Teachers use a variety of methods to assess what each student has learned.

Standards 3 and 4

How Do You See It?

For each element list the behaviors that you would observe for a proficient teacher during an observation.

Use the chart paper to capture your information.

How Do You See It?

Let’s Observe Two Social Studies Classrooms!

Classroom #1

Use the questions as a viewing guide.

Use the rubric to rate the teacher on

Standards 3 & 4.

Link for Seinfeld History Lesson: http://www.schooltube.com/video/bfb6358e949745c9aed5/SNL%20Seinfeld%20History%20Lesson

Guiding Questions - Debrief

1.What behaviors did you see the teacher exhibiting during this lesson?

2.What behaviors did you see the students exhibiting during this lesson?

3.How did the students respond to the teaching and learning experience?

4.How would you rate the teacher?

5.What feedback would you offer to the teacher following an observation?

Reflect individually, discuss in your table groups, then we will report out as a whole group.

Classroom #2

Use the questions as a viewing guide.

Use the rubric to rate the teacher on

Standards 3 & 4.

Link: https://www.teachingchannel.org/videos/teaching-complex-concepts

Guiding Questions - Debrief

1.What behaviors did you see the teacher exhibiting during this lesson?

2.What behaviors did you see the students exhibiting during this lesson?

3.How did the students respond to the teaching and learning experience?

4.How would you rate the teacher?

5.What feedback would you offer to the teacher following an observation?

6.What are the differences between the traditional classroom and this lesson experience?

Reflect individually, discuss in your table groups, then we will report out as a whole group.

LUNCH

12:00-1:00

An Approach

Concept Based Curriculum and Instruction

The Basics

Questions to Drive the Brain!

❏ What is concept based curriculum and instruction? ❏ Why would a concept-based classroom be a more

effective method to teach the NC Standard Course of Study?

❏ What kind of assessments should we see in a concept-based classroom?

What Is Concept-based Curriculum And Instruction?

The Concept-Based Curriculum & Instructional Framework is …

•A three-dimensional design model that allows teachers to identify what is important for students to know, understand, and be able to do in an organized, planned unit of instruction that promotes student engagement and thinking.

•During the instruction, teachers use concepts as a tool to help students see patterns and connections between facts and related ideas in order to reach a deeper understanding of the content.

Trying to teach in the 21st century without conceptual schema for

knowledge is like trying to build a house without a blueprint. (Erickson, 2002, p.

8)

You must have a plan!

Unit Design

What is the difference between a concept and a topic?

“[A concept is] a mental construct that frames a set of

examples sharing common attributes.” - H. Lynn Erickson

Concepts are…

❑ Timeless❑ Universal❑ Transferable❑ Abstract and broad (to

various degrees)❑ Examples share common

attributes❑ Represented by 1-2 words

What is a principle/generalization in concept-based curriculum and instruction?

Two or more concepts in a relationship...

Concept Concept

❑ CONCEPTUAL IDEAS THAT TRANSFER❑ DEVELOP “DEEP UNDERSTANDING’’

What do I understand as a result of my study that I can transfer?

Generalizations or Principles may also be called…✓ Essential Understandings✓ Enduring Understandings✓ “Big Ideas”

Students will understand that:

❑ War may alter the physical and human geography of a place.

❑ The population of a species will grow to fill any available habitat to which it can adapt.

❑ Repetition of lines can imply texture or pattern.

Teaching & Assessing Ideas

❏ Student-centered❏Multiple examples❏ Assessment for/as learning - Formative❏ Performance-Based❏New situations

Some Things To Consider:

• Impediments to change?

• Site based learning teams

• SHARED VISION AND COMMON FOCUS

• Staff development and support

• Performance Tasks and other assessments

District curriculum provides:

– Clear expectations– Common focus for

professional conversations

– A criteria for selecting resources

– A basis for decision making

– Ongoing engagement with community members (p. 119)

Let’s Wrap It Up…

• Based on our conversation today, is concept-based curriculum and instruction ‘doable’ in your district or school?

• Do you already do this in your district or school?• What strategies do you/can you use to implement concept

based curriculum and instruction in your district or school? • What would you add or change about the observation protocol

we began to develop?• What other questions, comments, or concerns do you have?

Resources

• Social Studies CBCI Wiki: http://cbci.ncdpi.wikispaces.net/

• Social Studies CBCI-Related Webinars: http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series

• Concept Based Curriculum and Instruction for the Thinking Classroom (H. Lynn Erikson)

• Transitioning to Concept-Based Curriculum and Instruction (H. Lynn Erikson, Lois A. Lanning)

How Do You See It?

Based on what we discussed, if you were to create an observation protocol for a

concept-based classroom, what would it include include?

https://padlet.com/fay_gore/cbci

Social Studies Training Schedule

http://ssnces.ncdpi.wikispaces.net/home