C3(PO) meet IBO MYP

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 our back-to-school Social Studies mini-conference and are made available for teacher use in their courses with their students.

As the High School specialist for History and Social Studies I am sponsoring two projects that will introduce the C3 framework to Fairfax County High School Social Studies teachers.  The first project It will generate an instructional and content support guides for teachers in our core social studies courses, World History, US History, and US Government. The second focuses on teacher created Performance Assessments in High School Social Studies. Combined, these two projects lay groundwork for a vision of social studies education in our county that mirrors the changing (and I would argue better) landscape of contemporary social studies teaching and learning occurring in our field and especially in teacher preparation programs.

As we fast approach the start of our summer projects, I am certain that the C3 framework is not on teachers’ radar screens.  This leads to some mixed emotions (uncertainty, excitement, curiosity) regarding how teachers working on the summer projects will react to the framework.  This semester, thankfully, I was able to “test the waters” regarding C3 with one of our high school’s social studies department.

The school had recently adopted the IB Middle Year’s Program (MYP), and their Approaches to Learning Skills (ATL) to complement their existing diploma program.  The IBO states “The MYP extends IB approaches to learning skills categories into 10 developmentally appropriate clusters.  This framework provides common ground from which schools can develop their own ATL planning based on MYP units, students’ needs, and local circumstances and requirements.” (italics are mine). Unrelated to that program, their department chair asked me to lead a work session on instructional strategies related to teaching inquiry in social studies.

Enter the C3 framework! The objective of my presentation was to introduce an inquiry model that could be used by the department to meet the required practices of the MYP. This was going to be an ideal trial run. I would be able to gauge my ability to introduce the framework and at the same time, gather feedback from the department on the C3.

 

The hour workshop began with a teacher’s opening remark, “Where is the ‘PO’”? It took me a minute to get it, but the light-hearted reference contributed to the tone of the workshop. Teachers were open to engaging with the framework and willing to provide feedback to its structure, vision, and instructional utility. The structure for the session included an introduction, small group activity, jigsaw, and large group share-out about the challenges and opportunities to the C3’s use in their classes. Ultimately, the insights I received from the department were invaluable.  A main take away was the overlap in skill development between the C3 and IB MYP.

With 8 IB Diploma schools in Fairfax County, and their 14 MYP feeders schools, the C3  Framework has clear useful applications.  In general, I have found the MYP to be very clear on WHAT to do/ But the HOW needs some explicit and intentional strategies.  Providing students an opportunity to experience a C3 style lesson may be exactly what the HOW is.  In short, articulating the potential of the C3 framework is key. What will be interesting is to see what the summer curriculum team creates as resources.  The demands of the revised Virginia Social Studies standards are asking teachers to focus on the development of students’ skills.  As stated above, “schools can develop their own ATL planning based on MYP units, students’ needs, and local circumstances and requirements.” Similar to the IB MYP, the WHAT is evident. The HOW is nebulous.

Enter the C3 Framework…