http://cbci.ncdpi.wikispaces.net/ConceptBased+Unit+Planning+and+Design
K-12 Social Studies
Governors Teacher Network
Sheraton RTP
July 1, 2014
NCDPI K-12 Social Studies Team
Section Chief
Fay Gore
Fay.gore@dpi.nc.gov
K-12 Consultants:
Ann Carlock
Ann.Carlock@dpi.nc.gov
Justyn Knox
Justyn.Knox@dpi.nc.gov
Dr. Steve Masyada
Stephen.Masyada@dpi.nc.gov
Michelle McLaughlin
Michelle.Mclaughlin@dpi.nc.gov
Program Assistant
Bernadette Cole
bernadette.cole@dpi.nc.gov
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
Today’s Purpose & Expected Outcomes
You will be able to:
1. Understand an overview of the unit development process for
developing conceptual units
2. Understand the importance of aligning classroom instruction
and assessment to the essential standards
3. Begin to develop instructional sequence outline
At the end of the day we will:
1. Discuss a timeline and feedback process for unit
development
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
Any additional suggestions
from participants?
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
Break
2:45-3:00
Concurrent Session 4:
• Work Session (Question, Concerns, Feedback)
• Calendar and Feedback Schedule
3:00-4:00
[Revised Bloom’s Taxonomy – (RBT)]
We Must Know The Standards & What The Standards
Expect Students To Be Able To
Know , Understand And Do!
Let’s Look At Understanding
A Standard
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
time
(e.g. westward movement, African slavery, Trail of
Tears, the Great Migration and Ellis and Angel Island).
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.
The CONCEPTS – are
migration, immigration,
development, colonization,
time.
The OBJECT OF THE
LEARNING - how migration
and immigration contributed
to the development of North
Carolina and the United
States
SUGGESTIONS ONLY of
some of the things that a
teacher might choose to teach
as content examples.
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
Alignment And Assessment
Classroom Assessment Example
Clarifying Objective
Cognitive Processes for
Understand
Example
Classroom Assessment
(Interpreting, Exemplifying,
Classifying, Summarizing, Inferring,
Comparing, Explaining)
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:
http://www.youtube.com/watch?v=-_-gQyqcjPQ
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.
Classroom Assessment Example
Clarifying
Objective
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).
Cognitive Processes Of
Analyze
Differentiating
Distinguishing relevant from irrelevant
parts or the important from the
unimportant parts of material
Example
Classroom Assessments
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,
Organizing
NC. Write an outline that shows which facts
Determining how elements fit
or function within a structure 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.
Attributing
Determining a point of view, bias
or intent underlying material that
has been presented
Determine if a report on the Dismal
Swamp was written from a proenvironmental or pro-business point of
view.
Universal Design for Learning
(UDL)
Angel Goodwine Batts
Content/Professional Development Consultant
Behavior Support Section
EC Division
Universal Design for Learning
• Minimizes barriers
• Maximizes learning for ALL students
UNIVERSAL
• Curriculum that can be
used and understood by
everyone
• Addresses the
backgrounds, strengths,
needs and interests of the
students
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
HOW DO WE DO THIS?
DESIGN
Curriculum should
be flexible and
built to
accommodate
ALL.
WHAT’S NEXT?
Think About…..
• What are the
• What is your
Barriers of the
Goal?
Diverse
Populations?
To eliminate the barriers use the 3 UDL Principles
Representation
Action and
Expression
Engagement
Provide Multiple Means of
REPRESENTATION
• Provide options for perception
• Provide options for language,
mathematical expressions, and symbols
• Provide options for comprehension
Provide Multiple Means of
Action and Expression
• Provide options for physical action
• Provide options for expression and
communication
• Provide options for executive functions
Provide Multiple Means of
Engagement
• Provide options for recruiting interest
• Provide options for sustaining effort and
persistence
• Provide options for self-regulation
UDL RUBRIC REVIEW
For more information…..
www.cast.org
www.udlcenter.org
Open Class
https://pearsonopenclass.com/
• Tool for Collaboration and Feedback
• Threaded Discussion
Initial Sequence Outline: July 1-July 11
• Due July 1-July 11
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.
Kahoot
• www.kahootit.com
• Enter your Game-pin
• Enter your name or
nickname
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?
Geography
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Place
Region
Location
Movement
HumanEnvironment
Interaction
Physical
Environment
Landforms
Water forms
Geographic
Patterns
Settlement
Patterns
Civilization
Migration
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Culture
Economics/
Personal
Financial Literacy
Religion
Language
Ethnicity
Society
Civilization
Culture
Diversity
Values &
Beliefs
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Needs/Wants
Scarcity
Resources
Costs
Standard of
Living
Market
economy
Markets
Trade
Exchange
Supply and
Demand
Civics and
Government
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Politics
Limited
Government
Citizenship
Rule of Law
Political Action
Political
System
National
Identity
Individual
Rights
Power
Freedom
History
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Change
Continuity
Patterns
Conflict
Cooperation
Revolution
Leadership
Invasion
Conquest
Colonialism
War
National
Identity
Imperialism
What is a generalization in
concept-based curriculum and
instruction?
Concept
Two or more concepts in a
relationship...
Concept
 CONCEPTUAL IDEAS THAT TRANSFER
 DEVELOP “DEEP UNDERSTANDING’’
What do I understand as a result of my study
that I can transfer?
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.
Two or more concepts in a
relationship...
War
Resources
War may decrease the availability of resources.
Two or more concepts in a
relationship...
Rules
Community
Rules allow a community to maintain
order.
Order
Helpful Guidelines To Remember When
Writing Generalizations
Full sentence statements, describing what, specifically, students
should understand about the critical concepts in the lesson
Guidelines:
1.
2.
3.
4.
5.
6.
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.
Common Errors In Writing
Generalizations
1.
Overuse of level 1 verbs: impact, affect, influence, is, are, have
(need to scaffold)
2.
Use of past tense verbs or proper nouns which makes them facts
instead of generalizations
3.
Lack of clarity (poor word choice or sentence construction)
4.
Use of proper nouns or pronouns
5.
Use of value statements
6.
Only one concept represented
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!
Practice
• Begin to complete your instructional
sequence outline
• Be sure to ask questions while we are
together.
Follow Up
• Calendar
• Feedback
• Survey
– https://www.surveymonkey.com/s/9WKCVWN