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Posts tagged ‘standards’

Wayback Wednesday: These are the 7 most important things our students should be learning. Or maybe not.

I wrote this post about 18 months ago.

Back during the Before Times.

Back when, you know, things were normal and not so fricking . . . not normal. At the time, along with some amazing social studies rock stars, I got the chance to review and update the state standards document. That revised document was approved by the state board just days before all of this fricking . . . not normal stuff started. And I do think this newly approved, just rolled out document is better. It focuses on process while providing flexibility for local districts to decide on specific content.

And in many ways, it’s a fairly radical departure from what many state level standard documents look like. It’s got some suggestions on broad ideas and themes, some ideas on grade level scope and sequence. But no required history minutiae. No specific dates. Or people. Or events. We wanted kids to walk away with critical thinking skills that they can apply in a variety of contexts.

But now I’m curious.

If we had known then what we know now, would we have created something even more revisionist? As in, as the educational system is shifting towards a more blended, hybrid learning environment – one focused on problem-based learning, on a competency-based model rather than seat time – do the standards need to be pared down even more?

What truly is important for social studies students to know and be able to do? And do we even call them social studies students any more? Would Humanities students make more sense?

This Wayback Wednesday post focuses on 2018 Washington Post article that asked seven history gurus a simple question:

What are the most important things young people should be learning in school today?

Your homework is simple. Answer the question: Read more

The inquiry method, dinosaur teachers, and Social Studiesball

Six years ago, almost to the day, I uploaded a post titled New standards, the C3, dinosaurs, and Social Studiesball. The state of Kansas was in its very first year of implementing a new set of social studies standards – a set of standards that focused on creating a balance of content and historical thinking skills. A lot less memorizing and a whole lot more application and process.

It freaked some people out.

Okay.

It freaked a lot of people out.

It was a different way of doing social studies. More student centered. More skills based. More problem solving. More use of evidence to support claims. Less focus on specific content and recall of basic facts. Heck . . . the state department of education basically said “within these rough scope and sequence parameters, teach whatever you want.” No check boxes of required test items. No multiple choice state assessment.

The 2013 post used the Michael Lewis book & Brad Pitt movie Moneyball as an example of how a shift in thinking can impact current practice.

And now, after six years, we’re revising the document and the state assessment with an even stronger focus on the inquiry model and historical thinking processes. It seems appropriate to revisit the 2013 post with a few updates.

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A few years back, I picked up a book called Moneyball: The Art of Winning an Unfair Game by Michael Lewis. It focused on the Oakland Athletics major league baseball team and their general manager, Billy Beane. Burdened by a lack of funds, Beane was constantly struggling to win games against teams with way more money to pay their players than he did. But by 2002, during a season that saw his team set a century old record for consecutive wins, Beane had found a way to beat those teams.

The answer?

Sabermetrics.

Sabermetrics is the application of statistical analysis in order to evaluate and compare the performance of individual players. But not the traditional statistics. Beane and the A’s looked at a completely different set of statistics in ways that hadn’t been done before. This different way of thinking about baseball gave them a competitive advantage – they could now find solid players that had been ignored by everyone else. And because these players were being ignored by everyone else, the A’s could pay them less and win games while staying within their budget.

Win / win. A sweet team for less money.

The problem? Read more

History is like a pig. A few valuable tools that can help catch it

Five years ago, the Kansas State Board of Education approved the adoption of a new set of state social studies standards. Next week, I get the chance to work with 30 social studies teachers as we start a process of revising them.

If you weren’t around the first time, here’s the Cliff Notes version. Previous to 2013, the standards focused almost entirely on discrete facts and the 60 question multiple choice state assessment encouraged teachers to focus on training students to memorize those facts.

Nothing wrong with memorizing facts . . . if you actually apply those facts while solving problems, becoming an engaged citizen, and working to make the world a better place. But that rarely happen in most classrooms. Schools across the state were re-arranging curriculum so that only the tested indicators were taught, often without context.

But in 2011, the winds shifted. The work of Sam Wineburg and others suggested that traditional social studies curriculum and instruction needed a do-over. So some thirty-plus educators came together and spent 18 months creating a standards document that encouraged process as well as content. Historical thinking skills along with facts. Contextual and authentic problem solving using evidence.

And now? Read more

Tip of the Week: Questions, tasks, and resources. Oh, my! Covering content using the C3 IDM

Our current state standards have been around since 2013. Centered on five Big Ideas and a balance between content and process, the document is unlike previous standards documents. And after five years, most Kansas teachers are at least aware that we’re asking them and students to approach teaching and learning differently.

That we want students to have both foundational knowledge and historical / critical thinking skills. That social studies classrooms need to be more than drill and kill, lecture, worksheet, quiz on Friday. And that creating engaged, informed, and knowledgable citizens requires more than rote memorization and low level thinking.

While our standards look and feel differently than most other state level documents, teachers across the country – like their colleagues here in Kansas – are also being asked to concentrate on training kids to do social studies. Sam Wineburg is a household name. The teaching of historical thinking skills such as Sourcing, Contextualizing, and Corroborating is becoming commonplace. Bruce Lesh and his History Labs are being duplicated by teachers in all sorts of classrooms. The National Council for the Social Studies has also been a huge part of this pendulum shift with its College, Career, and Civic Life (C3) standards.

Good things are happening.

But . . .

Yup. There’s always a but.

During every standards training I do, every historical thinking conversation I have with teachers, there’s always a but.  Read more