1. K-12 Social Studies Training on Concept-Based Lesson Planning
Please log onto the internet using: Network: WRESA
PW: tarheel
Then navigate to the K-12 Social Studies Wiki page:
K-12 Social Studies Training on Concept-Based Lesson Planning
Region 8: WRESA
Enka, North Carolina
October 25-26, 2013

2. Ground Rules A few agreements for the session:
Place electronic devices on vibrate or off
Participate fully
Limit side-bar conversations
Respectfully disagree

3. A morning break around 10:30
Lunch at 12:00 noon
Afternoon break around 2:30

4. Overall Session Objectives
Identify the essential components in a conceptual lesson plan.
Understand the process of how to develop a concept-based lesson plan.
Understand what a concept-based social studies lesson looks like in action.
Use the essential components of a conceptual lesson plan to develop daily lessons based on a conceptual unit.
These objectives are for the two days.

5. During This Session We Will …
Debrief from previous day.
Review the process of conceptual lesson planning.
Understand what a concept-based social studies lesson looks like in action
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.

6. 3-2-1 Debrief 3 Takeaways 2 Things You are Still Processing
1 Question you still have

7. “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.

8. Talking Points for the Presenter:
The consultant will want to say something to this effect…
“So as we continue to ease on down the road in our journey through each Phase we are at a point where there are certain things that we know. One of those things is that we must have an understanding of the standards that have been written. Two, we must continue to become intimate and expert with the support tools, particularly the unpacking documents. And three, we must begin or continue to design units of instruction based on understanding the concepts and generalizations.”
Use this poster to highlight the fact that this has been the SS team’s major work since the fall of 2011.
(We have done over 10 sessions across the state specifically focused on developing unit)
Share with the participants that although we will continue to provide support and sessions designed specifically around developing units we are now at a point where we have to move on to what the teaching looks like in planning lessons for the classroom.
Make sure we impart to participants the significance of the process! Caution participants about pulling out individual steps in this process for implementing in isolation.
In the process of conceptual curriculum and instruction, the development of units should come first because this allows you to be able to design your lessons more effectively within a concept-based framework.
“So we are referring back to this poster as a means to emphasize that our hope is that in transitioning to this new conceptual curriculum that we are developing units and planning based on implementing the process to fidelity. Which means, developing units and then using the units to plan lessons.“
Then tell them that Lesson Planning is going to be our focus for the session.

9. The Lesson Planning Process
Sequence and chunk generalizations.
Copy guiding questions for selected generalization(s).
Identify content and skills necessary to arrive at generalization(s).
Determine assessments.
Extract learning experiences.
Discuss this process at their table, then select someone from the table to report out. Other tables are listening, and will add to the conversation.
THREE R’s video-an example of how it should look in the classroom.

10. 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?

11. 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.

12. Closing Thoughts
Issues/challenges
Possible Solutions
Ahas Moments

13. 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

14. 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!

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