Inquiring Minds Want to Know
Inquiry-Based Learning and the C3
Framework in Action
http://ssnces.ncdpi.wikispaces.net/Social+Studies+Webinar+Series
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
Objectives
• Discuss quality instruction in the social studies
• Introduce the Inquiry portion of the C3
Framework
• Discuss the importance of, and research base
for, inquiry in the social studies
• Discuss implementation of inquiry based
learning in the classroom
What Makes For Quality Instruction In The
Social Studies?
•
Meaningful & Authentic
– Key concepts and themes are developed in depth
– Skills necessary to help students thrive in the world
– Teachers are reflective in planning, implementation, and assessing
meaningful curriculum
•
Integrative
– The subjects that comprise social studies are integrated in each unit/lesson
• Active
– Active lessons require students to process and think about what they are
learning.
Taken from: A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy – A Position Statement
of National Council for the Social Studies May 2008
What Makes For Quality Instruction In The
Social Studies?
•
Value-Based
– Curriculum express values embodies in our democratic form of government i.e.
justice, equality and freedom
– Teachers are aware of their own values and how those values influence their
teaching
– Students engage in experiences that develop fair-mindedness, simulations,
critical thinking, decision making and learn to apply value-based reasoning when
addressing problems and issues
•
Challenging
– Student work reflects a balance between retrieval and recitation of content and a
thoughtful examination of concepts in order to provide intellectual challenges
Taken from: A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy – A Position Statement
of National Council for the Social Studies May 2008
Questions?
What is Inquiry?
• ‘The seeking of truth’ (Chard, 2004)
• Grounded in writings of John Dewey
(Kaplan, 2002)
– Education should help students prepare for
democracy now and in the future.
Advantages of Inquiry
• Helps students identify and
refine “real” questions into
learning projects;
• Provides students with
opportunities to learn with
more freedom while reinforcing
the basic skills;
• Provides students with
opportunities to utilize more
varied learning styles;
• Incorporates interdisciplinary
study;
• Encourages collaboration
among students;
• Works with any age group and
develops student research and
questioning skills;
• Acknowledges students’ “funds
of knowledge” (Chard 2004).
The Goal of Social Studies
• Engaging students in investigating significant themes
and questions, with people, their values, and choices as
central focus (Barton and Levstik, 2001)
• Active citizenship and learning (Meyerson and Secules,
2001)
How might inquiry help us with these goals?
Connecting Inquiry to The K-12 Social
Studies Concept-Based Framework
• Developing Concept-Based
Units promotes INQUIRY.
• Inquiry-based learning goes
beyond gathering facts.
• Inquiry-based learning engages
students in deeper learning, so
the shift from gathering concrete
facts to investigating complex
and abstract ideas and
relationships promotes
INQUIRY.
Connecting Inquiry to The K-12 Social
Studies Concept-Based Framework
• Teaching to
generalizations not
only involves teaching
with the end in mind.
• It strongly helps set
the stage for and
encourages INQUIRY.
Connecting Inquiry to The K-12 Social
Studies Concept-Based Framework
• Questioning is the heart of
inquiry learning.
• Students must ask relevant
questions and develop ways
to search for answers and
generate explanations.
• Emphasis is placed upon the
process of thinking as this
applies to student interaction
with concepts, big ideas,
data, topics, issues, and
problems.
Connecting Inquiry to The K-12 Social
Studies Concept-Based Framework
The performance task requires
students to intentionally engage
in tasks that ask them to write,
develop, create, or design a
product or performance which
demonstrates knowledge, skills,
or understandings in a larger
and meaningful context
(authentic purpose and
audience).
The C3 Framework
Inquiry and the C3 Framework
• Inquiry at the heart!
• Formed by core* disciplines of civics,
economics, geography, and history.
• Composed of deep and enduring
understandings, concepts, and skills from the
disciplines.
• Emphasizes skills and practices as preparation
for democratic decision-making.
Inquiry Arc in C3 Framework
• Set of interlocking and mutually reinforcing ideas
featuring four dimensions of informed inquiry in social
studies:
– Developing questions and planning inquiries
– Applying disciplinary tools and concepts
– Evaluating sources and using evidence
– Communicating conclusions and taking informed
action
For more detail review the October K-12 Social Studies Webinar October
series located at http://ssnces.ncdpi.wikispaces.net/Fall+2013+Webinar+One
Questions?
‘_________-based Learning’
• Inquiry learning includes various different
types of ‘_______-based learning’.
• While there are minor differences,
‘project’ and ‘problem’ based learning
are both examples of an inquiry
approach.
Project Based and Problem Based
Inquiry Models
Project Based
Learning
• Focus is
artifact/product
based.
Problem Based
Learning
• Focus is
problem and
process based.
Savery, J. (2006). Overview of problem-based learning: Definitions and
distinctions. Interdisciplinary Journal of Problem-based Learning , 1(1).
A World of Projects, Problems, and
Inquiry
http://www.youtube.com/watch?v=LMCZvGesRz8
What Did You See?
Based on the video, what are some key
components to ensure effective implementation
of an inquiry model of teaching and learning?
In the Classroom
• Questions
• Organization
• Resources
• Classroom
atmosphere
• Presentation*
• Assessment
Questions
Question development
– Focus on practicing the creation of questions
with multiple answers.
– Work with students on creating their own
questions.
– “If I can go to one source, one book and find the
answer, I am thinking too small.” (Tower, 2000)
Organization
How will you organize the process?
Resources
Classroom Climate
Classroom atmosphere and continual
reflection (both individual and peer to peer)
Presentation*
Presentation
Assessment
Assessment (teacher and peer)
Questions?
Inquiry In Action
Each of the North Carolina Essential Standards for K-12 Social
Studies courses lend themselves in some way to inquiry!
FOR EXAMPLE
•
7.G.1.3 Explain how natural disasters (e.g. flooding,
earthquakes, monsoons and tsunamis), preservation
efforts and human modification of the environment (e.g.
recycling, planting trees, deforestation, pollution, irrigation
systems and climate change)affect modern societies and
regions.
•
Generalization: Preservation efforts and human
modifications to the environment may result in
consequences that transform conditions for human life.
Developing Questions
•
•
7.G.1.3 Explain how natural
disasters (e.g. flooding, earthquakes,
monsoons and tsunamis),
preservation efforts and human
modification of the environment
(e.g. recycling, planting trees,
deforestation, pollution, irrigation
systems and climate change)affect
modern societies and regions.
Generalization: Preservation efforts
and human modifications to the
environment may result in
consequences that transform
conditions for human life.
• As you develop your unit, what
powerful questions can be
used to guide inquiry?
• ‘How can we modify physical
and geographic conditions to
protect against natural
disasters?’
• ‘What should the role of
government be in
environmental safety and
protection?’
Disciplinary Tools and Concepts
http://ssnces.ncdpi.wikispaces.net/Elementary+Resources
•
•
7.G.1.3 Explain how natural
disasters (e.g. flooding,
earthquakes, monsoons and
tsunamis), preservation efforts
and human modification of the
environment (e.g. recycling,
planting trees, deforestation,
pollution, irrigation systems and
climate change)affect modern
societies and regions.
Generalization: Preservation
efforts and human
modifications to the
environment may result in
consequences that transform
conditions for human life.
• The historian examines past
modifications.
• The geographer maps out changes
in the environment.
• The economist considers the
financial impact of government
efforts.
• The political scientist considers the
legislation and public policy
implications.
• The cultural researcher considers
social changes resulting from
modifications.
Sources and Evidence
•
•
7.G.1.3 Explain how natural
disasters (e.g. flooding,
earthquakes, monsoons and
tsunamis), preservation efforts
and human modification of the
environment (e.g. recycling,
planting trees, deforestation,
pollution, irrigation systems and
climate change)affect modern
societies and regions.
Generalization: Preservation
efforts and human
modifications to the
environment may result in
consequences that transform
conditions for human life.
• This connects easily to what we
already do in our standards!
• Remember that we want to
encourage students to use a
variety of outside resources for
this, and to consider their
resources carefully.
• How much guidance do you want
to give them on resources? Do
you want to provide them a rubric
to analyze the appropriateness of
sources? How much freedom
should they be allowed in
selecting sources?
Communication and Action
•
•
7.G.1.3 Explain how natural disasters
(e.g. flooding, earthquakes, monsoons
and tsunamis), preservation efforts
and human modification of the
environment (e.g. recycling, planting
trees, deforestation, pollution,
irrigation systems and climate
change)affect modern societies and
regions.
Generalization: Preservation efforts
and human modifications to the
environment may result in
consequences that transform
conditions for human life.
• What this looks like
might differ based on the
inquiry model that you
are using.
• Connect it to your
performance task as you
plan your unit!
Questions?
Challenges
• Length of class
periods
• Discomfort with
approach
• Pressures of
coverage
• Potential for
disorganization
• Breadth versus depth
• Other challenges?
Questions to Ask
• Effective planning is vital!
• What would be some questions to ask
yourself as you plan?
Rubrics and Exemplars
• Do I have rubrics and exemplars?
– Why would this question matter?
– Should exemplars be shown? If so, what kind?
Formative Assessment
• Do I include effective formative
assessment?
– What makes EFFECTIVE formative
assessment in an inquiry model approach?
Time
• Is there enough TIME?
– Do we actually NEED to make time?
Authenticity
• Is it AUTHENTIC?
– What does this phrase mean to you?
– What would it mean to your students within
an inquiry model?
Quality and Rigor
• Does the culture encourage quality and
rigor??
– How can classroom culture influence
creation, production, and outcomes within an
inquiry model?
Questions?
How to Avoid Problems
• Recognize that mistakes are okay!
– Mistakes can be learning experiences.
• Modeling, practice, and feedback is key!
– Active listening and full group attention.
• Discuss the differences!
• Planning can’t be locked in stone!
Vega, V. (2012). Project-Based learning research review. Edutopia. Retrieved 01
November 2013 from http://www.edutopia.org/pbl-research-learning-outcomes.
Resources
• The Buck Institute (http://www.bie.org/)
• Sample Inquiry Projects
(http://www.bie.org/videos/cat/example_projects)
• NAF Project Based Learning Guide
(http://naf.org/files/PBL_Guide.pdf)
• The C3 Framework
(http://www.socialstudies.org/system/files/c3/C3-Framework-forSocial-Studies.pdf)
• History Lab! (http://www.umbc.edu/che/historylabs/)
• Inquiry Based Teaching
(https://www.teachingchannel.org/videos/questions-for-inquirybased-teaching)
Research on Inquiry Based
Learning
• http://ims.ode.state.oh.us/ode/ims/rrt/research/Content/i
nquiry_based_learning_what_we_know.asp
• http://www.ascd.org/publications/educational_leadershi
p/feb08/vol65/num05/Project-Based_Learning.aspx
• http://www.edutopia.org/pbl-research-learningoutcomes
• http://www.schoollibrarymonthly.com/articles/Donham2
010-v27n1p8.html
Questions and Comments
Thank You!