The Palmetto Program: Perspectives in American History

A Teaching American History Grant

Secondary Pedagogy SessionSaturday, December 3, 2011

10:30-12:00

R.B. Stall High School – Room #E214

Dr. Harmonica R. Hart, The Citadel

Colloquium 2 SessionSaturday, December 3, 2011

Time Activity

10:30 – 10:35Review & Reflection•Dr. Preston’s content reading and lecture

10:40 – 10:45Review & Reflection – Focus, Chapter 3• Revisit Authentic Literacy (Reading, Thinking, Listening, Writing)

10:50 – 10:55Segment 1: Social Studies Highlighted Literacy Skill•Topic – Problem Based Learning

10:55 – 11:00Segment 2: Instructional Methods – Teacher’s Perspective•Mastery Teaching Model / Literacy Workshop Lesson Plan Template

11:00 – 11:30 Segment 3: Instructional Activity & Materials – Student’s Perspective•Define Problem Based Learning Activity•Create a Problem Based Learning Activity

11:30 – 12:00Segment 4: Closing/Reflection •Share your Problem Based Learning Activity (Preliminary Work)•Write your personal reflection

Please silence your cell phone. Put it away. Take care of calls and text messages after class!

Secondary Pedagogy Fundamental Themes

Instructional ContentDr. David Preston, The Citadel

“Causes of American Revolution”

Instructional StrategiesFocus, Mike Schomoker

21st Century Literacy Skillsfor United States History

Instructional MaterialsPrimary Source Documents

Gilder Lehrman InstitutePost & Courier

Apple IPad

Instructional MethodsMastery Teaching Model (MTM) Lesson Plan

TemplateLiteracy Workshop

Social Studies Standards & IndicatorsSouth Carolina History

United States History and the Constitution8th Grade Standard and Indicator

Standard 8-2: The student will demonstrate an understanding of the causes of the American Revolution and the beginnings of the new nation, with an emphasis on South Carolina’s role in the development of that nation.Indicator 8-2.4: Compare the perspectives of different groups of South Carolinians during the American Revolution, including Patriots, Tories/Loyalists, women, enslaved and free Africans, and Native Americans.Indicator 8-2.5:Summarize the role of South Carolinians in the course of the American Revolution, including the use of partisan warfare and the battles of Charleston, Camden, Cowpens, and Kings Mountain

11th Grade Standard and IndicatorStandard USHC-1: The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States.Indicator USHC-1.2: Analyze the early development of representative government and political rights in the American colonies, including the influence of the British political system and the conflict between the colonial legislatures and the British Parliament over the right to tax that resulted in the American Revolutionary War.Indicator USHC-1.3:Analyze the impact the Declaration of Independence and the American Revolution on establishing the ideals of a democratic republic.

Pedagogy Session Objectives:

Teachers will …

1. Have a better understanding of appropriate instructional strategies that promote authentic literacy (reading, speaking , listening, and writing using academic vocabulary).

2. Understand how to utilize problem based learning scenarios and/or decision making activities to promote a deeper understanding of the content and provide an opportunity for authentic literacy.

Anticipatory Set/Hook – EngageWhat is authentic tasks?

An assessment task, problem, or project is authentic if it:1.Is realistically contextualized2.Requires judgment and innovation3.Asks the student to “do” the subject4.Replicates key challenging situations in which adults are truly “tested” in the workplace, in civic and personal life5.Assesses the students’ ability to efficiently and effectively use a repertoire of knowledge and skill to negotiate a complex and multi-stage task6.Allows appropriate opportunities to rehearse , practice, consult resources, and get feedback on and refine performance and products

Source : Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexander, Virginia: Association for Supervision and Curriculum Development, pp. 153-154.

What are the basic steps of a problem based learning activity?

1. Start with selection of topic (Teacher-Led)

2. Formulate questions (Teacher-Led)

3. Brainstorm solutions to questions (Student-Led)

4. Test solutions (Student-Led)

5. Develop a viable conclusion to the question (Student-Led)

6. Present potential solutions (Student-Led)

7. Evaluate (Teacher / Student Led)

McGinley, N. (2011). The Palmetto Program: Problem Based Learning Presentation. SC: Charleston County School District.

Problems versus ExercisesGenerating a Problem-Based Activity Problems Exercises

The Framing of the Task(Anticipatory Set/Hook – Engage)

The problem statements is clear, but few if any cues or prompts are offered about how to best frame or solve the problem.

The task is either simple or made simple by specific cues or prompts as to the nature of the challenge or how to proceed in meeting it.

The Approach(Skill Development)

Various approaches are possible. Figuring out what kind of problem this is and isn’t is a key aspect of the challenge; that is a strategy is needed. Some combination of logical method with trial and error will likely be required.

There is one best approach (though it might not be stated), and it is suggested by how the exercise is framed. The learner’s ability to recognize and use the “right” tactic is a key goal of the exercise.

The Setting(Guided Practice)

Realistically “noisy” and complicated, typically involving different-sometimes competing – variables related to audience, purpose, criteria for judging work and more.

Simplified to ensure that the only “variable” is the targeted skill or knowledge. (Similar to sideline drills in athletics or fingering exercises in music.)

The Solution(Independent Practice)

The goal is an appropriate solution, mindful of various requirement and perhaps competing variables and cost/benefit considerations. There may be a right answer, but it follows from sound reasoning and a supported argument or approach.

The goal is the right answer. The exercise is built to ensure that there is only one right answer, by design. Though it may be a puzzling challenge, there is a definite right answer that can be found via recall and plugging in of prior knowledge, with little to no modification.

Evidence of Success(Assessment)

The focus shifts from the answer to the justification of the approach and solution.

The accuracy of the answer and the choice of the “correct” approach.

Source Adapted from : Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexander, Virginia: Association for Supervision and Curriculum Development, p. 157.

Designing Cognitively Challenging TasksDecision making is a process of selecting from among two or more alternatives. The basic framework is as follows:

1. Identify the decision you need to make and the alternatives you are considering

2. Generate and prioritize the criteria that the final decision needs to meet

3. Apply the criteria to the alternatives and select which alternative best meets the criteria

4. Based on your reaction to the selection, make your final decision, rethink the alternative, or modify your criteria

Problem solving is a process of overcoming constraints or barriers that are making it difficult to achieve a specific goal. The following framework can help guide the process:

1. Identify the goal you are trying to achieve

2. Identify the barriers or constraints that are blocking the achievement of the goals

3. Consider alternative ways of overcoming the constraints or barriers

4. Select and try the alternative that seems most likely to work

5. Based on the results, proceed to achieve the goal, try a different alternative, or reframe the original goals

What is Cooperative Learning?

Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.

Skill Development / Guided PracticeProblem Based Learning Activity

YOUR MISSION…You are a member of the Second Continental Congress…you have just declared independence from Great Britain…Now you have some very important decisions to make! Work with your group to solve the following problems. EXPLAIN your answers!

Independent Practice Problem-Based Learning Activity

Problem-Based Learning Prompts are based on real-world issues and solutions that adults face …1.Paying Bills! 2.Working on a job / Not working on a job3.Providing and caring for self or immediate family4.Providing and caring for elderly parents5.Dealing with neighbors, organization members6.Dealing with lost – death, divorce, finance, etc.7.Dealing with spiritual and/or moral issues, etc.

Content & Career ConnectionsContent/Subject Career Clusters Descriptions

English/Language Arts

Designing, producing, exhibiting, performing, writing, andpublishing multimedia content including visual and performingarts and design, journalism, and entertainment services.

Social Studies

Executing governmental functions to include Governance;National Security; Foreign Service; Planning; Revenue andTaxation; Regulation; and Management and Administration at the local, state, and federal levels.

Preparing individuals for employment in career pathways that relate to families and human needs.

Hospitality & Tourism encompasses the management, marketing and operations of restaurants and other foodservices, lodging, attractions, recreation events and travel related services.

Planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services.

Planning, management, and movement of people, materials, and goods by road, pipeline, air, rail and water and relatedprofessional and technical support services such as transportation infrastructure planning and management, logistics services, mobile equipment and facility maintenance.

Content & Career ConnectionsCareer Cluster

Essential KnowledgeCareer Cluster

StandardCareer Cluster

IndicatorsAcademic Foundations

Communications

Problem-Solving and Critical Thinking

Information Technology Application

Systems

Safety, Health and Environmental

Leadership and Teamwork

Ethics and Legal Responsibilities

Employability and Career Development

Technical Skills

You must select and match the career cluster’s essential knowledge, standard, and indicator that best match your lesson plan’s content standards and indicators (EEDA 2005).

South Carolina’s Career Clusters and Pathways Standards

In May 2005, former Governor Mark Sanford signed the Education and Economic Development Act (EEDA), a new legislation designed to give South Carolina students the education tools they need to build prosperous, successful futures (SC Pathways ¶ 1).

EEDA requires the Department of Education to “develop a curriculum aligned with state content standards, organized around a career cluster system that must provide students with both strong academics and real-world, problem-solving skills” (§59-59-20) (McDaniel, 2007, p. 48).

Choose a “Career Pathway” to research the 16 Career Cluster @ http://www.careerclusters.org

Independent Practice Activity

In small groups, (Two to Four teachers of the same grade level)…

1. Thirty (30) minutes – Brainstorm a possible problem-based learning activity related to a topic that you are teaching or will teach

2. Refer to Social Studies Standard 8-2 and/or USHC-1 and Indicators 8-2.4 & 8-2.5 and/or USHC-1.2 & USCHC-1.3 as a starting point!

3. Ten (10) minutes – Share what you have: Problem Based Learning Activity’s framework, approach, setting, solution, evidence

Assessment Criteria

1. Reports to group project area on time2. Starts work on own 3. Shares information4. Contributes ideas5. Listens to others6. Waits turn to speak7. Follows instructions8. Is courteous to other group members9. Helps to solve group problems10. Considers viewpoints of others11. Carries out share of group-determined activities12. Completes assigned tasks on time

Work CitedMarzano, R.J. & Pickering, D.J. (2011). The highly engaged classroom: The

classroom strategies series. IN: Marzano Research Laboratory, p. 99.

McDaniel, T. R. (2007). School law for South Carolina educators. Spartanburg, SC: Catawba Publishing Company, 48.

Wiggins, G. & McTighe, J. (2005). Understanding by design. VA: Association for Supervision and Curriculum Development, p. 157.

Generating a Problems-Based Learning Activity

Problem-Based Learning Elements Problem

The Framing of the Task(Anticipatory Set/Hook – Engage)

The Approach(Skill Development)

The Setting(Guided Practice)

The Solution(Independent Practice)

Evidence of Success(Assessment)

Source Adapted from : Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexander, Virginia: Association for Supervision and Curriculum Development, p. 157.

Dr. Harmonica R. Hart The Citadel School of Education The Palmetto Program Teaching American History Grant - Colloquium 2 December 3, 2011