1. K-12 Social Studies Governors Teacher Network
K-12 Social Studies Governors Teacher Network
Fay can kick us of if she wants---if not Justyn will
Sheraton RTP
July 1, 2014

2. NCDPI K-12 Social Studies Team
Section Chief
Fay Gore
K-12 Consultants:
Ann Carlock
Justyn Knox
Dr. Steve Masyada
Michelle McLaughlin
Program Assistant
Bernadette Cole
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

3. 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

4. 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

5. 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?

6. 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

7. Michelle

8. [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.

9. 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.

10. 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

11. Alignment And Assessment
Michelle

12. 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:   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

13. 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

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

15. Universal Design for Learning
Minimizes barriers
Maximizes learning for ALL students

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

17. 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

18. HOW DO WE DO THIS?

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

20. 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

21. Representation
Engagement
Action and Expression

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

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

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

25. UDL RUBRIC REVIEW

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

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

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

29. 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

30. 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

31. 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

32. 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.

33. Fay ????

34. 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

35. 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

36. 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

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

38. 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

39. 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

40. 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

41. 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

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

43. Follow Up Calendar Feedback Survey
Justyn or Fay
Share overall calendar
Talk about Feedback process
Complete Survey Monkey so we can get some information from you