Terminology for Social Studies November Webinar
Generalizations: Summaries of thought or enduring understandings that
reflect the relationship of two or more concepts. Adapted from the work of Dr. H. Lynn
Erickson in her book, Concept-Based Curriculum and Instruction for the Thinking Classroom (2007)
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 Adapted from the work of Dr. H.
Lynn Erickson in her book, Concept-Based Curriculum and Instruction for the Thinking Classroom (2007)
Three-dimensional instruction allows teachers to identify what is important for
students to know, understand (generalizations), and be able to do in an
organized, planned unit of instruction that promotes student engagement and
thinking. Two-dimensional instruction only addresses what students know
and can do. Adapted from the work of Dr. H. Lynn Erickson in her book, Concept-Based Curriculum and
Instruction for the Thinking Classroom (2007)
Learning targets: subparts of the objective; measureable achievement
expectations of what students should know and be able to do in 1 – 2 lessons;
should be written using language that students can understand. Adapted from NC
FALCON
Learning Experiences: Determine the knowledge and skills that students will
need to be successful in independently completing the Culminating
Performance Task Adapted from the work of Dr. H. Lynn Erickson in her book, Concept-Based
Curriculum and Instruction for the Thinking Classroom (2007)
Performance Task: combines content and skills into a format that shows what
students know and can do with what they understand; provide students with
opportunities to actively demonstrate understanding of concepts,
generalizations and content in the standards and unit Adapted from the work of Dr. H.
Lynn Erickson in her book, Concept-Based Curriculum and Instruction for the Thinking Classroom (2007)
Formative Assessment: are ongoing assessment, reviews, and observations in a
classroom; teachers use formative assessment to improve instructional
methods and student feedback throughout the teaching and learning process.
Adapted from the work of Rick J. Stiggins and Jan Chappuis in their book An Introduction to Student
Involved Assessment for Learning (2012)