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C3

C3LC Teacher Practice Networks Featured Sessions and Events

Friday, November 13

10:05-10:55 am
Convention Center 214

Leveraging C3 Literacy Collaborative (C3LC) in Developing and Delivering

State Social Studies Standards

Presenter: Michelle Nelin-Maruani, Leader of Rapid City Area Schools (RCAS) C3LC Team, Rapid City, SD


11:10am-noon
Convention Center 214

Leveraging C3 Literacy Collaborative (C3LC) in Enhancing Capacity Through

State Networks

Develop Your Own C3 Lessons

Describe how Social Studies and English Language Arts Methods Instructors at Schools of Education can utilize the C3 Framework as a vehicle for training teacher education students how to use the C3 Framework to meet the Common Core State Standards through the social studies curriculum.

Presenter

Michelle Herczog
2014-15 NCSS President
Consultant III, History-Social Science, Los Angeles County Office of Education

Audience

Grade K-12 teachers, school administrators

Lead the Way! Tips and Tools to Introduce, Plan, and Implement the C3 Framework at your School Site/District

Explore resources and suggestions for guiding educators through various implementation phases of the C3 Framework.

Presenters

Michelle Herczog
2014-15 NCSS President
Consultant III, History-Social Science, Los Angeles County Office of Education

Michael Lovorn
2014-15 NSSSA President
Department of Instruction & Learning, University of Pittsburgh, Pittsburgh, PA

Audience

Grade K-12 instructional leaders, administrators, department chairs

 

Meeting the Common Core State Standards for ELA Part Two: Reading Informational Text

In this investigation, we will identify ways to tap into informational texts that make texts readable, engaging, inviting, and at an appropriate level of complexity for each grade band. We focus on four strategies that promote the vision of complex text integration defined in the crossover of the Common Core State Standards and the College, Career, and Civic Life (C3) Framework.  At the heart of our understanding is reading as form of inquiry.

Meeting the Common Core State Standards for ELA Part One – How Does the C3 Framework Align to the Common Core

This investigation is designed to answer the compelling question of “Why should teachers integrate literacy (using ELA CCSS) and social studies instruction (C3 Framework)?” Just as the C3 promotes inquiry-based learning, this investigation will similarly support you as teachers AND learners to use disciplinary concepts, tools, and sources to communicate your conclusions to this question so that you can take informed action in planning and utilizing the C3 in your school and classroom.

Objectives:

Coaching of Coaches: Collaborative Learning

Ultimately the quality of teaching depends not only on the qualities of those who enter and stay, but also on workplace factors.  Teachers who feel enabled to succeed with students are more committed and effective than those who feel unsupported in their learning and in their practice. Those who have access to teacher networks, enriched professional roles, and collegial work feel more efficacious in gaining the knowledge they need to meet the needs of their students and more positive about staying in the profession.”--Linda Darling-Hammond

Completing the Inquiry Arc: Exploring Dimension 4 of the C3 Framework

This investigation is designed to explore Dimension Four of the C3 Framework and provide a rational and examples of how Dimension Four creates a richer social studies experience. 
 
Objectives:
  • Overview the C3 Framework and the Inquiry Arc. 
  • Provide a rationale, goal and purpose of Dimension Four.
  • Provide examples of what Dimension Four looks like in the classroom.
This investigation has three parts: Investigate, Create

Design Principles and Rubrics for Assessing Historical Thinking: Connections to the C3 and the ELA Common Core

Standardized test items, and summative classroom tests that look like them (e.g., multiple choice questions about historical details), are rather limited in giving us good data about students' thinking and engagement.  If we want to cultivate 21st-century, cognitive habits of mind among our students, we need better assessment tools to help us see if our teaching practices actually promote them.

Dimension 2: Applying Disciplinary Concepts and Tools

In this investigation we will learn to better understand the disciplinary concepts and tools used within the four core disciplines within the social studies: civics, economics, geography, and history. This dimension of the C3 Framework does not focus on specific content that students should learn in each of these disciplines.

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