Session 3: How Do We Get There? Integrating Understanding by Design and Historical Thinking

1. Utilize the backward design framework for planning curriculum, instruction, and assessment. 2. Develop a “macro-curriculum” that outlines the big ideas, enduring understandings, essential questions, and effective strategies for 6-12 social studies. 3. Infuse historical thinking strategies to grasp enduring understandings and essential questions. Strand Benchmarks

Session Three Indicators Develop strategies for introducing and unpacking big ideas and essential questions Cultivate skill sets necessary to prepare students for performance-based assessments Review and revise learning plans that are designed to unpack big ideas and prepare students for performance-based assessments

How Do We Get There? What content and skills are necessary to master the enduring understandings and complete the performance task assessments?  Previewing Content  Unpacking Content  Developing Skills

Previewing Content On separate sticky notes, list 2-3 strategies for previewing content As a group, identify common/similar strategies among group members

Previewing Content Cues, Questions, and Advance Organizers  Accessing Prior Knowledge – Cognitive Learning Theory  Essential Questions  Advance Organizers  Expository – straightforward description of new content – may be written or visual (e.g. United Streaming)  Narrative – Stories  Skimming – quickly reading upcoming information  Graphic – KWL and Modifications

Previewing Content Anticipation Guides 1. Identify the major concepts of the lesson 2. Identify ways in which students’ beliefs with be either supported or challenged 3. Create statements for the Anticipation Guide 4. Decide how to present the Anticipation Guide 5. Assign the reading/complete the lesson 6. Students compare initial and final responses 7. The whole class discusses the final responses As a group, select a unit/lesson and corresponding essential questions and develop an anticipation guide

Unpacking Content On separate sticky notes, list 2-3 strategies for unpacking content As a group, identify common/similar strategies among group members

Unpacking Content Summarizing and Notetaking  Requires substituting, deleting – getting at the essential ideas  The selection of readings to summarize is critical in teaching for understanding  Summarizing through a Wiki –

Summarizing with a Wiki

Unpacking Content Note taking  Cause and Effect Organizers  Cornell Notes  SQ3R  Survey  Question  Read  Recite  Review Similarities and Differences  Classifying  Analogies  Metaphors

Unpacking Content Discussion Strategies  Think-Pair-Share  Talking Stick Circles  Socratic Seminar  Fishbowl Discussion  Assertion Jar Checking for Understanding

Developing Skills Historical Thinking and Other Unnatural Acts  Read pp ;  What is meant by the concept of “actual reader” and “mock reader”?  How does the “Think Aloud” strategy enhance understanding of historical text?

Developing Skills DBQs  Analyzing types of primary sources  Spiral Questions  Thinking Aloud strategy  Spanish-American War Example  Scopes Trial Example  More examples-  Historical Thinking graphic organizer  Shaping the Essay

Developing Skills Primary sources and document analysis do not have to be intimidating  Primary source readers  “Tampering with History” Historical Investigation  Same source analysis skills required – but the sources are not pre-selected and summarized  Additional required skills?

Developing Skills Role Play and Simulation  Choices Approach Choices Approach  Same source analysis skills  Additional required skills?  Scaffolding  Reader’s Theater Mock Trial/Debate  Same source analysis skills  Additional required skills?

Refining Learning Plans Working in grade level teams- discuss each learning plan and how each plan could be adapted in light of the information and strategies presented in today’s session Reorganize into “Big Ideas” groups and share the newly revised learning plans