Inquiring Minds Want to Know

1. Inquiring Minds Want to Know Inquiry-Based Learning and the C3 Framework in Action http://ssnces.ncdpi.wikispaces.net/Social+Studies+Webinar+Series

2. 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

3. 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

4. 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

5. 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

6. Questions?

7. 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.

8. 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).

9. 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?

10. 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.

11. 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.

12. 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.

13. 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).

14. The C3 Framework

15. 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.

16. 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

17. Questions?

18. ‘_________-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.

19. Project Based and Problem Based Inquiry Models Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning , 1(1).

20. A World of Projects, Problems, and Inquiry http://www.youtube.com/watch?v=LMCZvGesRz8

21. 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?

22. In the Classroom • Questions • Organization • Resources • Classroom atmosphere • Presentation* • Assessment

23. 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)

24. Organization How will you organize the process?

25. Resources

26. Classroom Climate Classroom atmosphere and continual reflection (both individual and peer to peer)

27. Presentation* Presentation

28. Assessment Assessment (teacher and peer)

29. Questions?

30. 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.

31. 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?’

32. 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.

33. 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?

34. 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!

35. Questions?

36. Challenges • Length of class periods • Pressures of coverage • Breadth versus depth • Discomfort with approach • Potential for disorganization • Other challenges?

37. Questions to Ask • Effective planning is vital! • What would be some questions to ask yourself as you plan?

38. Rubrics and Exemplars • Do I have rubrics and exemplars? • Why would this question matter? • Should exemplars be shown? If so, what kind?

39. Formative Assessment • Do I include effective formative assessment? • What makes EFFECTIVE formative assessment in an inquiry model approach?

40. Time • Is there enough TIME? • Do we actually NEED to make time?

41. Authenticity • Is it AUTHENTIC? • What does this phrase mean to you? • What would it mean to your students within an inquiry model?

42. Quality and Rigor • Does the culture encourage quality and rigor?? • How can classroom culture influence creation, production, and outcomes within an inquiry model?

43. Questions?

44. 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.

45. 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-for-Social-Studies.pdf) • History Lab! (http://www.umbc.edu/che/historylabs/) • Inquiry Based Teaching (https://www.teachingchannel.org/videos/questions-for-inquiry-based-teaching)

46. Research on Inquiry Based Learning • http://ims.ode.state.oh.us/ode/ims/rrt/research/Content/inquiry_based_learning_what_we_know.asp • http://www.ascd.org/publications/educational_leadership/feb08/vol65/num05/Project-Based_Learning.aspx • http://www.edutopia.org/pbl-research-learning-outcomes • http://www.schoollibrarymonthly.com/articles/Donham2010-v27n1p8.html

47. Questions and Comments

48. Thank You!