1. K-12 Social Studies Training on Concept-Based Lesson Planning
Please log onto the internet : Then navigate to the K-12 Social Studies Wiki page:
K-12 Social Studies Training on Concept-Based Lesson Planning
Day Two
Region 4 SERESA
Pembroke, North Carolina
October 16-17, 2013

2. Thank You For So Wonderfully Observing Our Agreed Upon Ground Rules
A few agreements for the session:
Place electronic devices on vibrate or off
Participate fully
Limit side-bar conversations
Respectfully disagree

3. During This Session We Will …
Debrief from previous day.
Review the process of conceptual lesson planning.
Analyze a concept-based social studies lesson looks in action
Begin to create a conceptual lesson based on a conceptual unit.
Use the Non-Negotiables of Concept-Based Lesson Planning to check for success.
Note: This was adapted from CB Unit planning… we may want to revisit this as a team on Friday.
Note: flexibility. We will be working with folks as they need us.

4. Yesterday’s Exit Ticket 3-2-1 Debrief
YOU SAID

5. “Thinking classrooms require thinking teachers.”
H. Lynn Erickson
Concept-Based Curriculum & Instruction for the Thinking Classroom
Move this to day two when we are discussing the process of developing a concept-based unit – importance of planning
If we are truly committed to developing student intellect, then it is very important that we, as facilitators of learning, must think critically, reflectively, creatively, and conceptually when planning lessons. We must always grapple with the “so what” of why we teach particular content and skills.

6. What Is The Most Important Part of A Concept-Based Lesson Plan?
The Generalizations!
(Big Ideas!)
Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press. Erickson, H.L. (). Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. Thousand Oaks, CA: Corwin Press. Jacobs, H.H(Ed) (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: Association for Supervision and Curriculum Development.
Erickson, H.L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press.
Erickson, H.L. (). Stirring the head, heart, and soul: Redefining curriculum, instruction, and concept-based learning. Thousand Oaks, CA: Corwin Press.

7. Assessment Plan
The Performance Task(s)…

8. Extract The Learning Experiences From The Unit

9. A Learning Experience…
A Learning Experience IS NOT…
The activity alone
A Learning Experience IS …
Work that allows the learner to have direct experience with a specific action, task, or process that will prepare them for the performance task.

10. Planning The Learning Experiences
Plan backwards and teach forward!
Learning Experiences:
Are developed after you have designed the performance task.
Are the content, understandings and skills students will need to learn in order to effectively complete the performance task.
Require student engagement/involvement.

11. [What]
The Topic: As part of a research team creating a handbook of civilization and society, explore the connection between the rise of civilization and the physical characteristics of the environment.
[Why]
Generalization(s): In order to understand that:
The physical characteristics of a place shape the development of a civilization.
People may migrate to meet their needs.
[How]
Student
Performance: In order to contribute to a new book on civilization and society, explore one of a number of civilizations that arose in North Africa, the Fertile Crescent, or the Indian subcontinent, in collaboration with your research group and using a series of questions to guide your exploration. Complete a chart that organizes your findings. Connect what you find to the 5 themes of geography, developing questions concerning your civilization that may be asked through each of the 5 lenses of social science. Craft a timeline that highlights key events in your civilization’s history and a map that illustrates the geography of your civilization. Based on the timeline and the map, write an analysis that explains why your civilization may have arisen in the location that it did.
Brainstorm & Share Your Suggestions Of Possible Learning Experiences Which Might Help Students Successfully Complete The Performance Task

12. Work with a partner(s) to…
Your Task:
Work with a partner(s) to…
Brainstorm to come up with learning experiences that will lead students to successfully demonstrate their knowledge, understanding and skills of the learning.
Ensure that the learning experiences with the generalization(s) and performance task.

13. Share out
Information from the group sharing….Why did you select these learning experiences?
Feedback from the groups… Is there anything you feel might have been left out of the deliberate learning experience that should have been included?
Information from the group sharing…. Do you have any other thoughts on what YOU did?

15. 3 R's: Revolution, Reaction and Reform
During the video, answer the following questions:
What behaviors did the teacher exhibit during this lesson?
What behaviors did the students exhibit during this lesson?
What concepts are discussed in the lesson?
Additional Observations
Additional Questions
3 R's: Revolution, Reaction and Reform
Video
After viewing the video, answer the following questions:
What instructional strategies did the teacher use to build conceptual understanding?
How did the teacher assess her students and their understanding?
What generalization(s) do you think she might have been teaching toward?

16. Concept-Based Lesson In Action
List the concepts that you see discussed in the lesson.
What instructional strategies did the teacher use to build conceptual understanding?
How did she assess her students & how did she assess for understanding?
What generalization(s) do you think she was teaching to?
What other observations did you have in terms of connections to concept-based lesson planning and implementation?
THREE R’s video.
List the concepts, what generalizations do you think she was teaching to? What instructional strategies did she use? How did she assess her students?

17. Now Let’s Watch A Concept-Based Lesson In Action

18. So Let’s Debrief

19. Stay Connected http://ssnces.ncdpi.wikispaces.net/home
Spend about 30 minutes going over the wiki with demonstration and concentration on those pages that help address some of the major initiatives of K-12 SS and some of the things that may come out in the gallery walk they took in the beginning.

20. Facilitators will be sitting in and rotating through!
Using your own units or units that can be provided to you, collaborate with your peers to craft a conceptual lesson plan using the process that we have explored.
Facilitators will be sitting in and rotating through!
Expect to share what you have developed so far around 2:30!
Allow folks to choose who to work with. What grade levels do we have?
Set them free to work on their own plans after addressing any questions. Point out that while they may work at their own pace, they should expect to share out what they have by 2:30 for peer feedback and discussion.
This is going to be an opportunity for YOU to work on what YOU need to. If you are still not comfortable with conceptual unit planning, let us sit and talk with you about your concerns. This is YOUR opportunity to figure out and get some of the help that you feel you need. Look at unit samples on wiki. Point out webinars and powerpoints that they could use. CBCI wiki with individuals/groups.

21. Closing Thoughts
Issues/challenges
Possible Solutions
Ahas Moments

22. Planning Your Next Steps
Let’s consider:
Reassess your readiness for concept-based lesson planning & the readiness of those you need to train
Explore the wiki site for resources
Contact K-12 Social Studies Team with additional questions
Network/collaborate with other districts, schools, teachers who are also developing a concept- based curriculum & instructional framework
Possible book study

23. Follow up We want to continue our relationship with you!
Expect a follow up contact in the near future to see how you have used what you gained from this two day session and what additional support you may need!

24. Please complete the Post Assessment survey and the NC State survey prior to leaving the session.
Start this by 3:30!!!!!!