K-12 Social Studies Training on Concept-Based Lesson Planning

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K-12 Social Studies Training on Concept-Based
Lesson Planning
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• Day Two
• Region 6 NERESA Training
• Plymouth, North Carolina
• September 17-18, 2013

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Ground Rules

• A few agreements for our two days together
• Place electronic devices on vibrate or off
• Participate fully
• Limit side-bar conversations
• Respectfully disagree

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• A morning break around 1030
• Lunch at 1200 noon
• Afternoon break around 230

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Overall Session Objectives

• Identify the essential components in a conceptual
  lesson plan.
• Understand the process of how to develop a
  concept-based lesson plan.
• Use the essential components of a conceptual
  lesson plan to develop daily lessons based on a
  conceptual unit.

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During This Session We Will

• Discuss the process of conceptual lesson
  planning.
• Collaborate on planning a conceptual lesson based
  on a conceptual unit.

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Concepts are

• Timeless
• Universal
• Transferable
• Abstract and broad (to various degrees)
• Examples share common attributes
• Represented by 1-2 words

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Concept vs. Topic?
Community Environment Citizenship Manifest
Destiny Computer Age Great Depression Blackbeard N
eeds and Wants Lighthouses Migration My
Neighborhood System Civil War Movement
Table Talk As a group, decide whether each term
is a concept or a topic.
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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
• Sometimes needs the use of a qualifier (often,
  can, may)
• Think about the connections between and among
  concepts in the various strands from your web.

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To Be or Not to Be

• In the following slides, select whether each
• statement is a generalization or not.
• If the statement is a generalization, select A
  but if not, select B

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• How does the environment change over time and
  what are the reasons for this change?

• Generalization
• Not a Generalization

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2. Wartime bombing decreases resource
availability.

• Generalization
• Not a Generalization

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• 3. The physical environment of a region may be
  altered due to limited resources and human
  environment interaction.

• Generalization
• Not a Generalization

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4. Great Britains implementation of naval and
aeronautic technology changed the course of World
War Two in favor of the Allies.

• Generalization
• Not a Generalization

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Using some of the following concepts, create some
generalizations on the index cards in front of
you.
Place Religion Scarcity Politics Change Locat
ion Resources Trade Power Freedom Expansion D
iversity Exchange Conquest Rights Responsibiliti
es Compromise Revolution Reform Culture Communi
ty Regions Reaction War
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Thinking classrooms requires thinking
teachers.H. Lynn EricksonConcept-Based
Curriculum Instruction for the Thinking
Classroom
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Lets Take A Look At The Lesson Plan
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The Lesson Planning Process, Part One

1. Sequence and chunk generalizations.
2. Copy guiding questions for selected
   generalization(s).
3. Identify content and skills necessary to arrive
   at generalization(s).
4. Assessment plan.
5. Extract learning experiences.

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Sequence and Chunk the Generalizations
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Sequence and Chunk the Generalizations

• 1. The physical characteristics of a place
  shape the development of a civilization.  
• 2. People may migrate to meet their basic needs.
• 3. Civilizations use, modify and adapt to their
  environments in order to meet their needs and
  wants.
• 4. People may use religion and philosophy to
  explain the ideas about human nature and the
  universe.
• 5. Competition for natural resources often causes
  conflict.
• 6. Innovation and/or technology can cause
  political, economic, social and/or cultural
  changes.

• 7. Cultural artifacts express the values and
  beliefs of a society.
• 8. Governmental structures are determined by the
  values and beliefs of a society.
• 9. Governments require citizens to fulfill
  certain roles and responsibilities.
• 10. Leaders with power and authority shape the
  course of history.
• 11. Leaders make economic choices that shape the
  quality of life of their citizens.
• 12. Regions often develop differently due to
  their distinctive physical, political and
  cultural characteristics.

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Copy guiding questions for selected
generalization(s)
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Identify content and skills necessary to arrive
at generalization(s)
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Assessment Plan
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Assessing for Understanding

• Begin with the end in mind (KUD) and
  
• work toward assessing for understanding.
• Identify the desired results (KUD
  Know/Understand/Do).
• Design meaningful performance tasks that meet
  critical KUDs.
• Develop effective criteria to evaluate the
  results.

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A Quality Performance Assessment Is

• Aligned with generalizations/essential
  understandings
• Authentic/Scenario/Simulation based
• Designed to offer students options
• Evaluated against clear criteria

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• Performance Task
• 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) 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 civilizations history and geography and a
  map that illustrates why your civilization may
  have arisen in the location that it did.

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Extract learning experiences.
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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.

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Reflection

• How does this process differ from the traditional
  lesson planning process so far?
• Think about what we experienced yesterday. How
  does it reflect this process?

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The Lesson Planning Process, Contd

• 6. Determine the instructional strategies
  appropriate for your students based on your
  decisions for the learning experiences and
  assessments.
• 7. Determine time, materials, and resources which
  will be needed to deliver this lesson.
• 8.Decide on a what you want to entitle this
  lesson and write a brief overview. (Remember,
  this is not a linear process. Therefore, you may
  always go back and make revisions.)
• 9. Based on the learning objectives you have
  written in student friendly language determine
  your learning targets. (Keep in mind you are
  basing these decisions upon the identified skills
  and factual content.)

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Your Turn!

• 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 230!

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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!

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Closing Thoughts

• Please share your thought with us by filling out
  the Post Assessment
• The link can be found on the Social Studies Wiki

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Day OneExit Ticket

• Please complete the survey prior to leaving the
  session.