Concept Based Lesson Planning that Opens the Windows to the World!

Transcription

1 Concept Based Lesson Planning that Opens the Windows to the World! NCCSS February 28 March 1, 2013

2 NCDPI K-12 Social Studies Team: Section Chief Fay Gore Program Assistant Bernadette Cole K-12 Consultant Ann Carlock K-12 Consultant Steve Masyada K-12 Consultant Michelle McLaughlin NCDPI Instructional Technology Partner Gail Holmes

3 Objectives Identify the non-negotiables of a concept-based lesson plan Transform current lesson plans to facilitate conceptual instruction

4 Building Conceptual Understandings in Students = Being Part of Global Communities

5 Let s begin by making sure we are all speaking the same language Generalizations: Summaries of thought or enduring understandings that reflect the relationship of two or more concepts. Guiding Questions: Guide student thinking through the factual material to inductively arrive at the generalization. Should be a mix of factual, conceptual, with 1-2 provocative (debatable) questions per unit.

6 Self Reflection Which one of the following are you? We have conceptual units complete, however, now I need the lesson plans We do not have Unit plans complete, but I am expected to be teaching to the new Essential standards and need to amend my lesson plans. Other Please share if you would like

7 Begin by pulling your traditional lesson plans and reorganizing them according to the new Units or Unit Outline.

8 Traditional Lesson Plan samples from my filing cabinet may look like:

9 Or this.

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12 What are the 5 components of a quality lesson plan? 1. Coherent A clear link between what the student must KNOW (factually), UNDERSTAND (conceptually), and be able to DO (skillfully). 2. Interesting The lesson motivates students so that they want to participate. 3. Time worthy Time on lesson is spent most effectively. 4. Aligned to Essential Standards the lesson supports the conceptual intent, as well as, the factual and skill based expectations 5. Differentiated The lesson meets the learning needs of different kinds of learners to maximize successful learning. Adapted from the work of Dr. H. Lynn Erickson in her book, Concept-Based Curriculum and Instruction for the Thinking Classroom (2007)

13 The Non-Negotiables of Concept-Based Lesson Planning

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15 What if? If your 8 th grade traditional lesson plan was on the Jim Crow Laws it could be included in the exemplar unit entitled Free to Be You and Me Question?: What would need to be done to a traditional, non-concept-based lesson plan in order for it to be able to allow the teacher to facilitate conceptual instruction?

16 Your Turn Materials: 1. Use The 8 th Grade Standards Identified On This Slide For The Sample Lesson Plan On Jim Crow Laws THE Or STANDARDS The IN Lesson THE Plan That You Are Using To Follow LESSON Along In This Webinar SHOULD BE THE NEW ESSENTIAL STANDARDS 2. Use The Standards For Your Task: Write Down The Concepts That Are Explicitly Stated And The Concepts That Are Implied. Essential Standard Essential Standard 8.H.2 8.H.2 Understand Understand the the ways ways in which in which conflict, conflict, compromise and compromise negotiation and have negotiation shaped North have Carolina shaped North and the Carolina United States. and the United States. 8.C&G.2 8.C&G.2 Understand the the role that role citizen that citizen participation participation plays in plays societal in societal change. change. Clarifying Objective Clarifying Objective 8.H H.2.1 Explain Explain the the impact impact of of economic, economic, political, political, social, social, and and military military conflicts conflicts (e.g. (e.g. war, war, slavery, slavery, states states rights rights and and citizenship citizenship and and immigration immigration policies) on the policies) development on the development of North Carolina of North and the Carolina United States. and the United States. 8.C&G.2.1 Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States (e.g. picketing, boycotts, sit-ins, voting, marches, holding elected office and lobbying).

17 GENERALIZATIONS FOR A CLASSROOM LESSON CAN BE ACQUIRED IN SEVERAL WAYS By Using Generalizations From The Unpacking Documents By Using Generalizations From An Unit Already Developed By Putting Together Concepts (Stated/Implied) From The Essential Standards

18 ONCE THE TEACHER DECIDES ON THE GENERALIZATIONS THESE CAN BE ADDED TO THE LESSON PLAN

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20 Guiding Questions!

21 Learning Experiences!

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30 Guiding Questions!

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33 Next, ask the following questions of your lesson plan

34 Assessment Samples s.net/assessment+samples+% 26+Assessment+Information

35 Possible Lesson Planning Template

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37 Adapted from the work of Dr. H. Lynn Erickson in her book, Concept-Based Curriculum and Instruction for the Thinking Classroom (2007)

38 Questions?