Using the Units as Using the Units as Staff Development Staff Development

ToolsToolsUniversal Design ConceptsUniversal Design Concepts

Using Community ResourcesUsing Community Resources

Tapping into the Resources of theTapping into the Resources of theSmithsonian InstitutionSmithsonian Institution

Beliefs About LearningBeliefs About Learning There is a structure to each of the social sciences – standards There is a structure to each of the social sciences – standards

are based on this structure.are based on this structure. Questions stimulate student thinking – creating essential Questions stimulate student thinking – creating essential

questions based on the standards makes the standards more questions based on the standards makes the standards more teachable. teachable.

Social studies has relevancy – attention to Social studies has relevancy – attention to 2121stst Century Skills Century Skills increases awareness of this relevancy.increases awareness of this relevancy.

Formative and summative assessments show the link between Formative and summative assessments show the link between instruction and assessment and provide evidence of student instruction and assessment and provide evidence of student learning and understanding.learning and understanding.

Scaffolding questions and teaching strategies leads to Scaffolding questions and teaching strategies leads to understanding.understanding.

Implementing Implementing The Best Practices in Social Studies The Best Practices in Social Studies leads to leads to improved student achievement.improved student achievement.

Social studies content is extremely important; but, it is only the Social studies content is extremely important; but, it is only the first step in the learning process. first step in the learning process.

The analysis of student work is a key element in providing The analysis of student work is a key element in providing student feedback and assessing understanding of the standards.student feedback and assessing understanding of the standards.

Purposes of Current UnitsPurposes of Current Units

Curriculum support if they match Curriculum support if they match district curriculumdistrict curriculum

Template for unit planningTemplate for unit planning Demonstrate the link between Demonstrate the link between

instruction and assessmentinstruction and assessment Staff development tool to model Staff development tool to model

elements of good instructional elements of good instructional planningplanning

Current ModulesCurrent ModulesEmbedded Staff DevelopmentEmbedded Staff Development

Teaching to the StandardsTeaching to the Standards Aligning Instruction and AssessmentAligning Instruction and Assessment Using Essential Questions to Teach to Using Essential Questions to Teach to

the Big Ideasthe Big Ideas 2121stst Century Skills Century Skills Scaffolding Student Thinking and Scaffolding Student Thinking and

LearningLearning Formative and Summative AssessmentsFormative and Summative Assessments

Focused Staff DevelopmentFocused Staff Development

Using the units to highlight a staff Using the units to highlight a staff development initiativedevelopment initiative

– Universal DesignUniversal Design– Using Community ResourcesUsing Community Resources

Research-BasedResearch-BasedStaff DevelopmentStaff Development

Teaching to the StandardsTeaching to the Standards Teaching for UnderstandingTeaching for Understanding Dimensions of LearningDimensions of Learning Aligning Instruction and AssessmentAligning Instruction and Assessment Best Practices in Social Studies InstructionBest Practices in Social Studies Instruction Integration of Reading and Writing Skills Integration of Reading and Writing Skills

into the Teaching of Social Studiesinto the Teaching of Social Studies Teaching to the 21Teaching to the 21stst Century Skills Century Skills Brain Research TheoryBrain Research Theory Analyzing Student WorkAnalyzing Student Work

Using the Units as Using the Units as Staff Development Staff Development

ToolsToolsUniversal Design ConceptsUniversal Design Concepts

Using Community ResourcesUsing Community Resources

Tapping into the Resources of theTapping into the Resources of theSmithsonian InstitutionSmithsonian Institution

Universal DesignUniversal Design

Universal design is an approach to Universal design is an approach to designing environments and designing environments and products so they can be used by products so they can be used by the widest range of users without the widest range of users without adaptation. (Center for Universal adaptation. (Center for Universal Design, 1997). It is also a way to Design, 1997). It is also a way to conceptualize access and to conceptualize access and to maximize learning for the greatest maximize learning for the greatest number of students.number of students.

http://www.rit.edu/~classact/side/universaldesign.htmlhttp://www.rit.edu/~classact/side/universaldesign.html

Universal DesignUniversal DesignApplicationsApplications

A design concept for producing A design concept for producing products accessible by allproducts accessible by all– Close captioned- televisionClose captioned- television– Speaker phonesSpeaker phones

Initial application for students with Initial application for students with special needsspecial needs– Students with learning disabilities – use Students with learning disabilities – use

of audio devices for learningof audio devices for learning

Universal DesignUniversal DesignApplication to EducationApplication to Education

Multiple delivery methods that motivate and engage all learners. Multiple delivery methods that motivate and engage all learners.

Flexible curriculum that is accessible to all learners. Flexible curriculum that is accessible to all learners.

Examples that appeal to students with a variety of characteristics with respect to Examples that appeal to students with a variety of characteristics with respect to race, ethnicity, gender, age, and interest. race, ethnicity, gender, age, and interest.

Regular, accessible, and effective interactions between students and the instructor. Regular, accessible, and effective interactions between students and the instructor.

Allowing students to receive and react to feedback before the final project is due. Allowing students to receive and react to feedback before the final project is due.

Assessing student learning using multiple methods. Assessing student learning using multiple methods.

Faculty awareness of processes and resources for disability-related Faculty awareness of processes and resources for disability-related accommodations. accommodations.

Universal DesignUniversal DesignApplication to Unit PlanningApplication to Unit Planning

Multiple means of representation,Multiple means of representation, to to give learners various ways of acquiring give learners various ways of acquiring information and knowledge, information and knowledge,

Multiple means of action and Multiple means of action and expression,expression, to provide learners to provide learners alternatives for demonstrating what alternatives for demonstrating what they know, they know,

Multiple means of engagement,Multiple means of engagement, to tap to tap into learners' interests, offer appropriate into learners' interests, offer appropriate challenges, and increase motivation.challenges, and increase motivation.

Universal DesignUniversal DesignClassroom Instruction: An Classroom Instruction: An

ExampleExample

Universal LearningUniversal LearningScaffoldingScaffolding

The teacher’s intention is to create a learning The teacher’s intention is to create a learning experience which will allow students to develop experience which will allow students to develop certain skills and absorb certain skills and absorb standards-based standards-based contentcontent. .

– The process begins with increasing awareness of The process begins with increasing awareness of

student engagement at every moment of the student engagement at every moment of the lesson lesson

– Is implemented by using a Is implemented by using a broad array of broad array of teaching strategiesteaching strategies designed to connect designed to connect students in a common learning experiencestudents in a common learning experience

– Human Being in the Classroom, Human Being in the Classroom, George Sabato, Social George Sabato, Social Studies Review, Spring 2007. Studies Review, Spring 2007.

Levels of BeingLevels of BeingStudent EngagementStudent Engagement

I don’t care to learn.I don’t care to learn.• Don’t bother me – I won’t learn. Don’t bother me – I won’t learn.

I am indifferent.I am indifferent.• ““Is this stuff worth learning?”Is this stuff worth learning?”

I am uncertain or confused.I am uncertain or confused.• I am not sure about this, but give me some I am not sure about this, but give me some

clues about what I need to know and I might clues about what I need to know and I might give it a try. give it a try.

I think I know.I think I know.• Help me relate this to what I already know and Help me relate this to what I already know and

maybe I can get to the next level of knowledge.maybe I can get to the next level of knowledge.

Levels of BeingLevels of BeingThinking StrategiesThinking Strategies

I know.I know.• I know what you want me to know, but I’m not sure I can I know what you want me to know, but I’m not sure I can

tell you about it yet.tell you about it yet.o I can communicate what I know.I can communicate what I know.

I can use what I know.I can use what I know.• I can show you I know by performing a task using the I can show you I know by performing a task using the

knowledge.knowledge.

I can apply my knowledge in real life.I can apply my knowledge in real life.• I will demonstrate my understanding by using this I will demonstrate my understanding by using this

knowledge throughout my life in real life situations – I knowledge throughout my life in real life situations – I will become a better citizen of my community. will become a better citizen of my community.

Universal DesignUniversal DesignSummary for EducatorsSummary for Educators

Multiple means of representation,Multiple means of representation, to to give learners various ways of acquiring give learners various ways of acquiring information and knowledge, information and knowledge,

Multiple means of action and Multiple means of action and expression,expression, to provide learners to provide learners alternatives for demonstrating what alternatives for demonstrating what they know, they know,

Multiple means of engagement,Multiple means of engagement, to tap to tap into learners' interests, offer appropriate into learners' interests, offer appropriate challenges, and increase motivation.challenges, and increase motivation.

Bag of TricksBag of Tricks

Create Teaching StrategiesCreate Teaching Strategies

Add toAdd to

Categorize by Levels of Student Categorize by Levels of Student ThinkingThinking

Universal DesignUniversal DesignTheory to Practice - My Bag of Theory to Practice - My Bag of

TricksTricks Amazing BeingsAmazing Beings

• Classroom LibrariesClassroom Libraries• Computer Access/Identified LinksComputer Access/Identified Links• Exemplary Work as Models for OthersExemplary Work as Models for Others• Team/Discussion LeadersTeam/Discussion Leaders• Challenging AssignmentsChallenging Assignments

The Others – Use your “Bag of Tricks”The Others – Use your “Bag of Tricks”• Provide Learning Opportunities at all Provide Learning Opportunities at all

Three Levels of Student ThinkingThree Levels of Student Thinking

Three Story IntellectThree Story IntellectGathering Gathering KnowledgeKnowledgeLevel ILevel IDescribeDescribeRecallRecallTellTellListListIdentifyIdentifyTime sequenceTime sequenceDefine vocabulary Define vocabulary and concepts and conceptsRecognizeRecognize

events andevents and

episodesepisodes

Extending and Extending and RefiningRefiningLevel IILevel IICompareCompareContrastContrastInterpretInterpretExplain How/WhyExplain How/WhyClassifyClassifyCause/AffectCause/AffectInferInferDistinguishDistinguishInductive reasoningInductive reasoningAnalyzing Analyzing perspectiveperspective

Using Using KnowledgeKnowledgeLevel IIILevel IIIImagineImaginePredict/SpeculatePredict/SpeculateEvaluateEvaluateConstructing Constructing supportsupportHypothesizeHypothesizeAbstractAbstractAnalyzeAnalyzeJudgeJudgeDeductive Deductive reasoningreasoning

Extended TransferExtended TransferDecision makingDecision makingProblem solveProblem solveIssue investigationIssue investigation

Scaffolding Unit QuestionsScaffolding Unit Questions

Level One – What, who, where?Level One – What, who, where? Level Two – How, why?Level Two – How, why? Level Three – So what? What can I do Level Three – So what? What can I do

with this information?with this information?

Scaffolding Teaching Scaffolding Teaching StrategiesStrategies

Essential Question: Why is the Bill of Rights so Essential Question: Why is the Bill of Rights so important in the lives of all Americans?important in the lives of all Americans?– Gathering information (individual research)Gathering information (individual research)

Handout a list of guide questions concerning the Bill of Handout a list of guide questions concerning the Bill of Rights. Have the students go on online to research the Rights. Have the students go on online to research the answers to the questions. Ask a summarizing questions at answers to the questions. Ask a summarizing questions at the end of their research: What rights are protected by the the end of their research: What rights are protected by the Bill of Rights?Bill of Rights?

– Extending and Refining Knowledge (working in groups)Extending and Refining Knowledge (working in groups) Use your research on the Bill of Rights to explain which Use your research on the Bill of Rights to explain which

rights you think are the most important. Support your rights you think are the most important. Support your answer with additional research about the Bill of Rights.answer with additional research about the Bill of Rights.

– Application: Using Knowledge Meaningfully Application: Using Knowledge Meaningfully (presentation to the group)(presentation to the group) Which one of the rights protected by the Bill of Rights do Which one of the rights protected by the Bill of Rights do

you think is the most important to you as a student in you think is the most important to you as a student in school? Decide if this will always be the case. Support school? Decide if this will always be the case. Support your answer.your answer.

Bag of TricksBag of TricksLesson 2: Lesson 2:

Adding to myAdding to my Bag of TricksBag of Tricks

Smithsonian InstitutionSmithsonian InstitutionSMITHSONIAN INFORMATION Phone 202.633.1000 (voice/tape) or SMITHSONIAN INFORMATION Phone 202.633.1000 (voice/tape) or

202.633.5285 (TTY)202.633.5285 (TTY)

MuseumsMuseums

The word "museum" derives from the The word "museum" derives from the ancient word "muse," a Greek mythological ancient word "muse," a Greek mythological association with the nine muses who association with the nine muses who presided over song, poetry, and the arts presided over song, poetry, and the arts and sciences, and thus education. and sciences, and thus education.

In the ancient world, a museum was both a In the ancient world, a museum was both a "place of the muses" and a place of "place of the muses" and a place of scholarship and learning, as in the Museum scholarship and learning, as in the Museum of Alexandria founded during the third of Alexandria founded during the third century B.C. century B.C.

Using Outside ResourcesUsing Outside ResourcesMuseums-Smithsonian Museums-Smithsonian

InstitutionInstitution Appeals to all levels of studentsAppeals to all levels of students Bring history and the social sciences to Bring history and the social sciences to

lifelife Provide opportunities for students to:Provide opportunities for students to:

• Gather InformationGather Information

• Extend and RefineExtend and Refine

• Application in Real LifeApplication in Real Life

Museum CollaborationMuseum Collaboration

Commitment: According to the American Association of Commitment: According to the American Association of Museums (AAM), the community of museums recognizes Museums (AAM), the community of museums recognizes that "education is inherent in the public mission of that "education is inherent in the public mission of museums" (The Official Museum Directory 1997, AAM 1996).museums" (The Official Museum Directory 1997, AAM 1996).

– As a result of this widely accepted museum policy, As a result of this widely accepted museum policy, museums increasingly are taking their educational museums increasingly are taking their educational function more seriously. Recent museum education function more seriously. Recent museum education initiatives include the application of educational initiatives include the application of educational principles (learning theories and teaching methodologies) principles (learning theories and teaching methodologies) to the development, implementation, and assessment of to the development, implementation, and assessment of exhibits and K-12 school programs and materials. This exhibits and K-12 school programs and materials. This translates into better "musing" for teachers and students translates into better "musing" for teachers and students through museum learning opportunities designed to through museum learning opportunities designed to complement and enrich classroom instruction. complement and enrich classroom instruction.

ResourcesResources Pre-arranged teaching toursPre-arranged teaching tours Teacher Programs- on-site/outreachTeacher Programs- on-site/outreach "on-the-shelf" teacher resources such as "on-the-shelf" teacher resources such as

lesson plans and packets, professional lesson plans and packets, professional development classes, traveling resource development classes, traveling resource persons and kits, teacher brochures, and persons and kits, teacher brochures, and newslettersnewsletters

facsimile artifacts and documents (maps, facsimile artifacts and documents (maps, images, letters), publications, photographs, images, letters), publications, photographs, slides, transparencies, postcards, posters, slides, transparencies, postcards, posters, videos, tapes, CD-ROMs, and videovideos, tapes, CD-ROMs, and video

World Wide Web sitesWorld Wide Web sites

Finding and Contacting Finding and Contacting MuseumsMuseums

The World Wide Web Virtual Library: Museums" (supported by International Council of The World Wide Web Virtual Library: Museums" (supported by International Council of Museums)--http://www.icom.org/vlmp/ Museums)--http://www.icom.org/vlmp/

* Natural History Museum of Los Angeles County's "Guide to Museums and Cultural * Natural History Museum of Los Angeles County's "Guide to Museums and Cultural Resources"--http://www.lam.mus.ca.us/webmuseums/ Resources"--http://www.lam.mus.ca.us/webmuseums/

A NATIONAL MUSEUM TEACHER RESOURCE SAMPLERA NATIONAL MUSEUM TEACHER RESOURCE SAMPLER * National Archives and Records Administration, Education Department, 700 Pennsylvania * National Archives and Records Administration, Education Department, 700 Pennsylvania

Ave., N.W., Washington, DC 20408; (202)501-5205; Ave., N.W., Washington, DC 20408; (202)501-5205;

http://www.nara.gov/ http://www.nara.gov/ Highlights: Variety of primary source teaching materials (catalog available). Highlights: Variety of primary source teaching materials (catalog available). * National Gallery of Art, Department of Teacher and School Programs, Washington, DC * National Gallery of Art, Department of Teacher and School Programs, Washington, DC

20565; (202)842-6796; 20565; (202)842-6796; http://www.nga.gov/programs/programs.htm http://www.nga.gov/programs/programs.htm

Highlights: Extensive teaching resources loaned free of charge ("Extension Programs Highlights: Extensive teaching resources loaned free of charge ("Extension Programs Catalogue" available) and school and teacher programs. Catalogue" available) and school and teacher programs.

* Smithsonian Institution, Office of Education, Arts & Industries Building, Room 1163, MRC * Smithsonian Institution, Office of Education, Arts & Industries Building, Room 1163, MRC 402, Washington, DC 20560; (202)357-2700; 402, Washington, DC 20560; (202)357-2700;

http://educate.si.edu/ http://educate.si.edu/ Highlights: "Smithsonian Resource Guide for Teachers 1997" describes 455 educational Highlights: "Smithsonian Resource Guide for Teachers 1997" describes 455 educational

museum products available annually (print or on-line publication, 84 pages). For additional museum products available annually (print or on-line publication, 84 pages). For additional materials and information, contact the education departments of specific Smithsonian history, materials and information, contact the education departments of specific Smithsonian history, art, and science museums. art, and science museums.

Using the Units as Using the Units as Staff Development Staff Development

ToolsToolsUniversal Design ConceptsUniversal Design Concepts

Using Community ResourcesUsing Community Resources

Tapping into the Resources of theTapping into the Resources of theSmithsonian InstitutionSmithsonian Institution