K-12 Social Studies Governors Teacher Network http://cbci.ncdpi.wikispaces.net/Concept-Based+Unit+Planning+and+Design K-12 Social Studies Governors Teacher Network Fay can kick us of if she wants---if not Justyn will Sheraton RTP July 1, 2014

NCDPI K-12 Social Studies Team Section Chief Fay Gore Fay.gore@dpi.nc.gov K-12 Consultants: Ann Carlock Ann.Carlock@dpi.nc.gov Justyn Knox Justyn.Knox@dpi.nc.gov Dr. Steve Masyada Stephen.Masyada@dpi.nc.gov Michelle McLaughlin Michelle.Mclaughlin@dpi.nc.gov Program Assistant Bernadette Cole bernadette.cole@dpi.nc.gov Fay or Justyn ???? Congratulations on being choose for the GTN network. This was a very competitive and rigorous process and you were choose because we know the quality of work you will be able to produce and what a leader you will be in this state to advance Social Studies forward. We are excited about the opportunity to work collaboratively with you throughout the course of this next year and know that it will result in meaningful relationships, thoughtful collaboration, and the development of thoughtful conceptual social studies units that challenges teachers and students to think conceptually. With that being said –we know you are the best and brightest and we have high expectations for this project and the work that you will do. Over the course the day we will talk a little bit more about our expectations and your expectations so that we can make sure we all on the same page

Getting to Know You Your Name Where you are from What grade you teach Choose one Question Your favorite teaching memory this year One thing you plan to do this summer Something unique about you Have these questions already on table when people come in to give them time to think about their answer. Fay?? Or Justyn

Today’s Purpose & Expected Outcomes You will be able to: Understand an overview of the unit development process for developing conceptual units Understand the importance of aligning classroom instruction and assessment to the essential standards Begin to develop instructional sequence outline At the end of the day we will: Discuss a timeline and feedback process for unit development Fay/Justyn

Ground Rules A few agreements for our two days together: TRUST THE PROCESS Place electronic devices on vibrate or off Participate fully Limit side-bar conversations Respectfully disagree TRUST THE PROCESS Fay??? Or Justyn Any additional suggestions from participants?

Day 2 Schedule Time Concurrent Session 1: Alignment-Standards, Instruction, and Assessment EC Open Class Initial Sequence Outline Navigation of the CBCI WIKI 8:30-10:45 Break 10:45-11:00 Concurrent Session 2: Overview of Unit Development Process Generalizations 11:00-12:30 Lunch 12:30-1:30 Concurrent Session 3: Work Session (Question, Concerns, Feedback) 1:30-2:45 2:45-3:00 Concurrent Session 4: Calendar and Feedback Schedule 3:00-4:00 Fay or Justyn

Michelle

[Revised Bloom’s Taxonomy – (RBT)] We Must Know The Standards & What The Standards Expect Students To Be Able To Know , Understand And Do! Michelle RBT Cheat Sheet on CBCI Wiki Revised Blooms, or RBT is simply a framework to align curriculum, instruction and assessment to the Essential Standards by classifying the clarifying objectives by cognitive process and knowledge type.

Let’s Look At Understanding A Standard The VERB – is Explain, which in the RBT taxonomy requires the learner to be able to show their knowledge and understanding of causes and effects. Grade 8 Essential Standards 8.H.3.1 Explain how migration and immigration contributed to the development of North Carolina and the United States from colonization to contemporary times (e.g. westward movement, African slavery, Trail of Tears, the Great Migration and Ellis and Angel Island). The CONCEPTS – are migration, immigration, development, colonization, time. migration immigration development The OBJECT OF THE LEARNING - how migration and immigration contributed to the development of North Carolina and the United States colonization time SUGGESTIONS ONLY of some of the things that a teacher might choose to teach as content examples. Michelle So knowing that we teach students it is important to understand that we are responsible for teaching standards, of whatever social studies course we have been assigned, to students then it is critical for us to understand the concepts and ideas of the standards actually are and how students will ultimately be measured on each standard.

We Must Know The Standards & What The Standards Expect Students To Be Able To Know , Understand And Do! The RBT Taxonomy Table… MUST be a part of your instructional planning Helps teachers determine which cognitive process and which type of knowledge is to be ASSESSED Michelle Give the participants a copy of the taxonomy table and of the cheat sheet from the back of Dr. Anderson’s Book. First, we turn to the RBT table. Here you will be able to determine the type of knowledge to be assessed as well as the cognitive process for which students should be engaged. Most of our standards are written to conceptual knowledge, thus the purpose of assessment in the classroom should ultimately be to assess student understanding. Of course this does not mean that you will not also assess the other types of knowledge and cognitive processes as well. The RBT Taxonomy Table… MUST be a part of your instructional planning Helps teachers determine which cognitive process and which type of knowledge is to be ASSESSED

Alignment And Assessment Michelle

Classroom Assessment Example Clarifying Objective Cognitive Processes for Understand (Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining) Example Classroom Assessment 8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights). Summarize Abstracting a general or major point Watch the following clip: http://www.youtube.com/watch?v=-_-gQyqcjPQ   or Study the following images: Classroom Assessment: Summarize in a paragraph of ten sentences or less the democratic ideals of U.S. government described in either the article or video clip. Michelle Talking Points To Address: Stimulus is needed anytime we ask students to summarize (RBT) In this assessment example—is their content alignment, cognitive alignment, and context alignment

Classroom Assessment Example Clarifying Objective Cognitive Processes Of Analyze Example Classroom Assessments 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to education, housing and employment). Differentiating Distinguishing relevant from irrelevant parts or the important from the unimportant parts of material After reading a historical account of the Greensboro sit-ins distinguish the major and minor effects of the protest. Read a passage detailing the late 20th century shift in the economy of Thomasville, NC. Write an outline that shows which facts in the passage support and which facts do not support the conclusion that the decline in the local furniture industry caused by trade agreements of the 1990s. Organizing Determining how elements fit or function within a structure Michelle Each of the processes has a specific purpose: The student will distinguish the major and/or minor points. The student will structure a historical description into evidence for and against a particular explanation. The student will determine the point of view of the author of an essay on a controversial topic. Determine if a report on the Dismal Swamp was written from a pro-environmental or pro-business point of view. Attributing Determining a point of view, bias or intent underlying material that has been presented

Universal Design for Learning (UDL) Angel Goodwine Batts Content/Professional Development Consultant Behavior Support Section EC Division Angel

Universal Design for Learning Minimizes barriers Maximizes learning for ALL students

UNIVERSAL Curriculum that can be used and understood by everyone Addresses the backgrounds, strengths, needs and interests of the students

LEARNING Recognition-the WHAT of learning Skills and Strategies-the HOW of learning Caring and Prioritizing-the WHY of learning The curriculum needs to help students gain all three. There are 3 broad networks in the brain

HOW DO WE DO THIS?

Curriculum should be flexible and built to accommodate ALL. DESIGN Curriculum should be flexible and built to accommodate ALL.

WHAT’S NEXT? Think About….. What is your Goal? What are the Barriers of the Diverse Populations? To eliminate the barriers use the 3 UDL Principles

Representation Engagement Action and Expression

Provide Multiple Means of REPRESENTATION Provide options for perception Provide options for language, mathematical expressions, and symbols Provide options for comprehension

Provide Multiple Means of Action and Expression Provide options for physical action Provide options for expression and communication Provide options for executive functions

Provide Multiple Means of Engagement Provide options for recruiting interest Provide options for sustaining effort and persistence Provide options for self-regulation

UDL RUBRIC REVIEW

www.cast.org www.udlcenter.org For more information….. www.cast.org www.udlcenter.org

Open Class https://pearsonopenclass.com/ Tool for Collaboration and Feedback Threaded Discussion Shannon

Initial Sequence Outline: July 1-July 11 Due July 1-July 11 Justyn Share Blank Copy and Example

Navigation of CBCI Wiki http://cbci.ncdpi.wikispaces.net/ It is organized as a process of steps, and as you begin to write your units you may engage in several steps simultaneously. Each page is formatted so that you can clearly understand the purpose and process of each step and then have opportunities to practice and look at available resources and examples. Steve

www.kahootit.com Enter your Game-pin Enter your name or nickname Justyn –Formative Assessments to help us gauge the participants knowledge of concept based unit planning

Questions to consider as you are developing units…. How am I incorporating a Global Perspective for my students? How am I embedding a Personal and Local Connection for my students? How am I addressing Contemporary Issues? How are my units integrating Real World Practice through problem and project based learning? How am I Integrating the 5 Strands? How am I making my units Student Centered? Fay??? Or Justyn

Fay?????? TRUST THE PROCESS!!!!!!!!!!!! Many of you may be different places in this process and that is OKAY. We can help you where you are at along the way. For the purposes of trying to get the most out of these session in the SHORT time we have together today we are going to start with Step 5. If you are not at Step 5 that is okay and we can work with you more individually on steps At any point in time you can go and practice any of these steps at the CBCI Wiki for further clarification. We will have follow up based on questions that you guys have.

Fay ????

Personal Financial Literacy Geography Culture Economics/ Personal Financial Literacy Civics and Government History Place Region Location Movement Human-Environment Interaction Physical Environment Landforms Water forms Geographic Patterns Settlement Patterns Civilization Migration Religion Language Ethnicity Society Diversity Values & Beliefs Needs/Wants Scarcity Resources Costs Standard of Living Market economy Markets Trade Exchange Supply and Demand Politics Limited Government Citizenship Rule of Law Political Action Political System National Identity Individual Rights Power Freedom Change Continuity Patterns Conflict Cooperation Revolution Leadership Invasion Conquest Colonialism War Imperialism Fay??? This is a sample list of Concepts that can help you when developing units and also refine your conceptual lens. Participants can use this as a resource as they identify concepts by strand for their web. EMPHASIZE THAT THESE ARE NOT ALL INCLUSIVE!!! Participants will have a hard copy of these as well to help them develop their units

What is a generalization in concept-based curriculum and instruction? Two or more concepts in a relationship... CONCEPTUAL IDEAS THAT TRANSFER DEVELOP “DEEP UNDERSTANDING’’ What do I understand as a result of my study that I can transfer? Steve 70 35

Students will understand that: War may alter the physical and human geography of a place. Leadership may change the course of war. Nations often go to war to protect their political and economic interests. Steve

Two or more concepts in a relationship... Resources War Steve War may decrease the availability of resources. 37 70

Two or more concepts in a relationship... Rules Community Order Steve This is from Kindergarten (C and G1.2) Rules allow a community to maintain order. 38 70

Helpful Guidelines To Remember When Writing Generalizations Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson Guidelines: No proper or personal nouns or pronouns Use a present tense verb Show a relationship between at least two concepts Transferable idea that is supported by the factual content Uses a qualifier (often, can, may) Think about the connections between and among concepts in the various strands from your web. Steve

Common Errors In Writing Generalizations Overuse of level 1 verbs: impact, affect, influence, is, are, have (need to scaffold) Use of past tense verbs or proper nouns which makes them facts instead of generalizations Lack of clarity (poor word choice or sentence construction) Use of proper nouns or pronouns Use of value statements Only one concept represented Steve

Practice Writing and Refining Your Generalizations From the list of concepts you listed in your unit web practice crafting generalizations for your unit. Remember: each unit should have 5 to 12 generalizations, depending on course and grade level! Steve

Practice Begin to complete your instructional sequence outline Be sure to ask questions while we are together. Steve

Follow Up Calendar Feedback Survey https://www.surveymonkey.com/s/9WKCVWN Justyn or Fay Share overall calendar Talk about Feedback process Complete Survey Monkey so we can get some information from you