What districts have been doing since the Summer Institutes, what your additional needs are, and what we have been working on to support you.
You probably have heard from our summer PD sessions that there will be an official DPI RBT module developed, delivered in the same vein as the modules for The Call to Change and Understanding the Standards. This RBT module, that Dr. Lorin Anderson is developing for your use, will be released at some point this fall. Additionally, in our various social studies PD we will begin making critical connections with RBT because of the role the taxonomy plays in the standards that we have developed and thus the understanding of RBT that must be present when teachers begin to plan lessons, units, classroom activities and assessments using the social studies essential standards.We want social studies leaders and teachers to be able to understand and clearly articulate the primary reasons that we are using Revised Bloom’s Taxonomy (RBT) as the educational taxonomy used for the development of all NC Essential Standards.Note for presenter: Draw their attention to the book and then tell them…One thing that we encourage curriculum staff and teachers to have in their professional libraries is Lorin Anderson’s book on RBT because it is useful as a “more authentic tool for curriculum planning, instructional delivery and assessment.”
A key benefit of using the RBT taxonomy is that it provides a common language forALL who are using it. (For us that means both our teachers and curriculum designers). The significance of this is important because the common language of the essential standards transcends across all of the content areas using RBT. For example,analysis in social studies is the same as analysis in art, PE, Science, etc. Thus, when teachers are planning interdisciplinary units of instruction; they can easily understand how their subjects may overlap and how they may teach the same conceptual and procedural knowledge in multiple subject areas simultaneously. The common language of RBT also allows for consistent and valid assessments because everyone using RBT has the same understanding of each of the verbs and the behaviors associated with the action each verb demands. During the summer PD sessions we focused on the three (3) major changes or shifts between original Bloom’s and Revised Bloom’s that we want to make sure social studies teachers are able to understand and make a part of their basic knowledge as they begin using the social studies essential standards.What many administrators may be interested in, additionally, is the classroom connection. What should they be looking for when they visit classrooms, evaluate lesson plans, and participate in random curriculum walks? How do these new shifts in the educational taxonomy play out in classroom instruction and formative assessment?When reviewing social studies planning and visiting social studies classrooms the instructional practices administrators will look for will be very different from some of the types of things that they generally look for now. As social studies teachers begin teaching using the new essential standards, administrators should look for unit plans that outline large periods of instructional time, lessons that integrate multiple objectives and standards, rigor based on differentiated planning and activities (performance tasks) that provide a valid measure of the targeted understandings. These performance tasks should also be clearly connected to the formative assessment learning targets and criteria for success.Administratorsshould not continue to see lessons that target 1 single goal and objective. Therefore, the old posting of TLW on the board will look differently. The TLW should encompass multiple objectives from the essential standards as well as learning targets and criteria for success.Teachers are used to the original Bloom's taxonomy, which was one-dimensional and hierarchal. We really need them to now be comfortable with the two dimensions of RBT that you see in this slide. Administrators will want to see planning and instructional delivery and assessment based on a teacher’s understanding of developing instruction and assessment based on the correct integration of the two dimensions of RBT. Which means teachers must know both the cognitive process to be used as well as the type of knowledge students are expected to acquire.This understanding is also going to be critical to developing social studies units, lessons, learning activities, performance tasks as well as other types of formative, benchmark and summative assessments that the social studies team at DPI will be delivering PD during November and December Unit Development sessions as well as the RESA sessions.
The second structural change that is important to the social studies standards are organized around these five strands. These strands are History, Geography and Environmental Literacy, Civics and Government, Economics and Financial Literacy, and Culture. These five conceptual strands provide a framework by which to organize critical content, concepts and generalizations that are essential for understanding the disciplines of social studies. Teachers should know that the new social studies essential standards are framed around these five conceptual strands and these strands serve as a way to organize information/content to be taught in a particular grade or course. This is done to help students receive a deeper understanding in skills/content from each discipline in social studies. Although organized independently, these strands can, by no means, be taught in isolation. These standards are written to specific strands. They are written separately but they do not stand alone. For example, when writing or developing units, it is quite clear to see how easily these strands can be integrated. However, you may not use all of the strands when developing each unit. For example, when teaching a unit on “How to Meet Basic Needs”, it definitely fits the economic strand; however, you are not teaching economics in isolation. You will also be teaching concepts from other strands such as citizenship, community roles in the civics and government strand and concepts from the geography strand such as movement, adaptation, regions.
When teachers are teaching the units developed from these strands, they are not only integrating within social studies (intradisciplinary), but they also can cut across disciplines to connect social studies to other content areas such as Language Arts, Mathematics, Science, Art (interdisciplinary). In social studies, you are integrating strands of social studies around concepts. Integration is viewed as a cognitive process rather than what we do with subjects. Integration can occur in inter- and intra disciplinary contexts- where patterns and connections are made between the factual and conceptual levels of knowledge. This integration of thinking allows knowledge to be transferred. Teachers can integrate strands of social studies by using the conceptual themes within the strands as a focus and connection to topics for units. We are going to be discussing later about doing professional development around Unit Development and the conceptual approach. Whether you are developing curriculum using an intradisciplinary or interdisciplinary approach, it is very important that you incorporate the five strands (as seen on the previous slide) of social studies, as appropriate, into each unit. To understand culture for example, students need to also understand continuity and change occurring over time (history).When teaching about power and authority one may also need to teach about different cultures, the relationships between people, places and environments as well as the interconnections among individuals, groups and institutions. The integration of thinking around concepts thrives on connections. A fully integrated curriculum combines different disciplines in a synergistic manner that makes the knowledge of one subject or discipline inseparable from that of another subject or discipline, with division occurring only in the teaching of sophisticated content or vocabulary (Integrity of each discipline and its specific content and vocabulary skills). When curriculum and instruction require students to process factual information through the conceptual level of thinking, the students demonstrate greater retention of factual information, deeper levels of understanding, and increased motivation for learning. This does not happen just for Elementary, but needs to be done in Middle Schools and High School. As an administrator, when walking into a classroom to observe or viewing documentation of plans, what one sees will be different from what you’ve seen in the past. You will not just see one objective but multiple objectives should be posted.
You also know that we have taken a more conceptual approach to developing the standards. This new framework requires a paradigm shift from teaching and learning topically to teaching and learning conceptually. So what does this mean exactly? It means that instead of just focusing on topics and facts, we move beyond to focus more on the big ideas and essential understandings of each strand of social studies and how they connect. These big ideas are also called generalizations in our unpacking document. Concept-based curriculum and instructional design is not new. In fact, if you take a look at the 1970s SCOS, it was all written conceptually with concepts identified as well as generalizations. We are simply trying to get back to what we know to be good curriculum and instructional design. We know that this paradigm shift may be a mind altering transformation similar to the transformation of a caterpillar to a butterfly, but we feel confident that the impact on students will be beautiful.
This paradigm shift can be seen in the new unpacking documents we have developed to support the new Social Studies Essential Standards. Earlier, we indicated that there were four types of knowledge identified by RBT. Three types are represented in the new Social Studies Essential Standards and thus identified in the Unpacking Document. There is conceptual knowledge in terms of concepts and generalizations that identify what students must understand. Next is factual knowledge which is the critical content that you want your students to know. Finally, there is procedural knowledge which are the skills you want students to be able to do in order to actively engage with the content. You will not see metacognitive knowledge identified in the standards because that is a reflective process that can not be measured by the standards. When used, metacognitive strategies may be incorporated into classroom instruction and formative assessment.
Here is an example of a generalization that students may understand as a result of the concepts focused on in this Clarifying Objective. Essentially, teachers will inductively teach to big ideas rather than simply asking students to memorize facts. We have not gotten rid of facts, they are a supporting tools that provide content examples of the generalization. If we are to produce thinking students, we can’t stop at the facts, we must help students see patterns and connections among concepts beyond these facts with the emphasis on the big transferable ideas of social studies.This will require a different type of classroom experience and a different type of planning. One that is student-centered, focused on authentic learning or critical thinking real world problem-solving. It also requires that students are actively engaged and the teacher serves as more of a facilitator. This may not all occur at once, but this is the goal.
The quarterly webinars will focus on topics relative to implementing the standards effectively. We have developed a Zoomerang survey to identify the needs that you have in your school or district. The information collected may be used as topics for the webinars or additional professional development.We are in the process of scheduling unit development training for Nov/Dec. As soon as we finalize the dates, we will send out via our listserv, the DPI, the wiki site and the online community.
Social studies essential standards support & follow up webinar #1 september 27, 2011
Region 7 Update<br />September 23, 2011<br />K-12 Social Studies Essential Standards <br />
Use of Revised Bloom’s Taxonomy<br />Provides the cognitive framework used for all of the North Carolina Essential Standards<br />Provides common language for all curriculum areas<br />Use of one verb<br />
Unpacking the Essential Standards: <br />The unpacking document…<br /><ul><li>Identifies what a student must understand </li></ul> (Conceptual Knowledge)<br />Concepts and Generalizations<br /><ul><li>Identifies what a student must know</li></ul>(Factual Knowledge)<br />Critical Content<br /><ul><li>Identifies what a student must be able to do </li></ul> (Procedural Knowledge)<br />Skills <br />
9/29/11 • page 12<br />For Example:<br />PRINCIPLES &<br />GENERALIZATIONS<br />Clarifying Objective:<br />3.G.1.5Summarize the elements (cultural, demographic,economic and geographic) that define regions, community, state, nation and world.<br />“Essential Understanding” / Generalization /<br />“Big Idea”:<br />The student will understand that:<br />The physical and human geography of a place contributes to the identity of a region, community, state, nation or the world.<br />CONCEPT<br />CONCEPT<br />TOPIC<br />F<br />A<br />C<br />T<br />F<br />A<br />C<br />T<br />F<br />A<br />C<br />T<br />F<br />A<br />C<br />T<br />F<br />A<br />C<br />T<br />F<br />A<br />C<br />T<br />F<br />A<br />C<br />T<br />
The Instructional Toolkit<br />Priority One Tools:<br />Crosswalks of 2006 & 2010 Standards<br />Unpacked Content Documents<br />Priority Two Tools:<br />Unpacking Documents for Electives<br />Graphic Organizer Exemplars<br />Other Tools:<br />Glossary of Essential Terminology<br />Sample Units of Instruction<br />Assessment Samples<br />