Concept Based Lesson Planning that Opens the...
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Concept Based Lesson Planning that Opens the Windows to the World! http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series NCCSS February 28 – March 1, 2013
Transcript of Concept Based Lesson Planning that Opens the...
Concept Based Lesson
Planning that Opens the
Windows to the World! http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series
NCCSS
February 28 – March 1, 2013
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
Objectives • Identify the non-negotiables
of a concept-based lesson
plan
• Transform current lesson
plans to facilitate
conceptual instruction
Building Conceptual Understandings
in Students =
Being Part of Global Communities
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.
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
Begin by
pulling your
traditional
lesson plans
and
reorganizing
them
according to
the new Units
or Unit
Outline.
Traditional Lesson Plan
samples from my filing cabinet
may look like:
Or this….
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)
The Non-Negotiables of
Concept-Based Lesson
Planning
http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series
If your 8th 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?
What if…?
THE
STANDARDS
IN THE
LESSON
SHOULD BE
THE NEW
ESSENTIAL
STANDARDS
Essential Standard Clarifying Objective
8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States.
8.C&G.2 Understand the role that citizen participation plays in societal change.
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).
Your Turn Materials: 1. Use The 8th Grade
Standards Identified On This Slide For The Sample Lesson Plan On Jim Crow Laws
Or
2. Use The Standards For The Lesson Plan That You Are Using To Follow Along In This Webinar
Your Task: Write Down The Concepts That Are Explicitly Stated And The Concepts That Are Implied.
Essential Standard Clarifying Objective
8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States.
8.H.2.1 Explain the impact of economic, political, social, and military conflicts (e.g. war, slavery, states’ rights and citizenship and immigration policies) on the development of North Carolina and the United States.
8.C&G.2 Understand the role that citizen participation plays in societal change.
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).
GENERALIZATIONS FOR A CLASSROOM LESSON
CAN BE ACQUIRED IN SEVERAL WAYS
…By Putting Together Concepts
(Stated/Implied) From The
Essential Standards
…By Using Generalizations
From The Unpacking
Documents
…By Using
Generalizations
From An Unit
Already
Developed
ONCE THE TEACHER DECIDES ON THE
GENERALIZATIONS THESE CAN BE
ADDED TO THE LESSON PLAN
Guiding Questions!
Learning Experiences!
Guiding Questions!
Next, ask the following questions of your lesson plan…
Assessment Samples
http://ssnces.ncdpi.wikispace
s.net/Assessment+Samples+%
26+Assessment+Information
Possible
Lesson
Planning
Template
Adapted from the work of Dr.
H. Lynn Erickson in her
book, Concept-Based
Curriculum and Instruction
for the Thinking Classroom
(2007)
Questions?
