It was fantastic to read this recent article published in Social Education, Teaching to a Better Test: Using the Inquiry Design Model to Reframe State-Mandated Assessment in Social Studies, which describes Virginia’s innovative spirit when it comes to state required testing in social studies. My excitement flows from multiple origin
Author’s note: In a previous blog I shared 45 options for Taking Informed Action. This post builds on those ideas. I am happy to share with you two learning experiences I participated in this summer. Although not intentionally related (one happened in mid-June and the other at the end of
Recently, a department chair at one of our 25 high schools here in Fairfax County, Virginia asked me if there will be a project this summer to create additional C3 inquiries for VA standards of learning. The question made me smile as it suggested that teachers were using the 13
History literally means “inquiry.” I always love seeing teachers’ reactions when I share this insight in conversations about instruction, or during workshops, or whenever I get the chance to really. I have noticed that this somewhat trivial piece of information elicits an “A-Ha!” moments which, to some extent, reframes the
Globalization has changed the purposes and processes of education. The prolific historian, Dr. Peter Stearns notes, “A more global framework creates new perspectives, and some fresh challenges, making American history a livelier experience and, of course, linking it to other history courses in a less fragmented way. Ultimately, I would
As a High School Social Studies Curriculum and Instruction Specialist, I am aware that each year I am in this position, it is another year I am not in the classroom. However, a major advantage of this position is the opportunity to develop teacher leaders through curriculum, instruction, and assessment
In the Summer of 2015 I facilitated a two week workshop with 8 high school social studies teachers on performance based assessments (PBA). This curriculum project provided the opportunity, and context, to formally introduce the C3 Framework and IDM to Fairfax County Public Schools. The team was comprised of
During the past few annual meetings of the NCSS, the momentum behind the C3 framework has been building. From Seattle to Boston, the trajectory of implementation has been marked by excitement, professional collaboration, and a desire to explicitly articulate how the C3 framework will improve social studies education. Now planning
Each summer, Fairfax County Public Schools curriculum and instruction specialists develop projects in their content area (Math, Science, Social Studies etc.) and grade levels (Elementary, Middle, High Schools). We hire teams of teachers to work on these projects, typically lasting between 1-3 weeks. Ultimately, the end products are part of
By Craig Perrier March 2, 2015 As teachers, we’ve all faced those tough decisions about how and when to emphasis particular skills with our students. The C3 framework helps in that it addresses the literacy skills needed for inquiry. Skill matrices also help teachers to vertically align skill development for
C3Teachers.org facilitates open collaborative conversations among teachers as they tinker with their own instructional practice as it relates to the C3 Framework.
If you are interested in offering more professional development opportunities, rethinking or redesigning your social studies curriculum, we’d love to talk.
