Training sponsored by DDOE and SSCD Presenters: Peter Rees and Maggie Legates

Regional Planning Real World Applications for Citizens Delaware Recommended Curriculum Course

for 9th grade

Training sponsored by DDOE and SSCD

Presenters: Peter Rees and Maggie Legates

Delaware Geographic [email protected]

www.ngsednet.org/dgaJuly 12-13, 2008

The Delaware Recommended Curriculum Toolbox

includes these components:

• Social Studies Standards• Clarifications Document• Performance Level Descriptors (PLD’s)• Grade Level Expectations (GLE’s)• Model Units• D.S.T.P. Item Samplers

D.R.C. Unit Design Principles

• Backward Design- starting with the end in mind – The Standard and

Benchmark• Essential Questions• Enduring

Understandings• Focus on 21st century skills• Embedded Differentiated

Instruction

Course Goals• Teach basic geographic principles, perspectives, and

methods called for in Delaware Geography Standards.• Students use geographic tools and techniques to solve

real problems

• Provide regional, national and international comparisons and applications• Provide context and connections for civics education

How is this course different?

• Contemporary Contexts

• Local to Global Scales• Examples and case studies

from other localities, regions and countries

• Technology integration- GIS maps, etc

• Connections to business and industry

• Not textbook dependent

One-semester course includes:• Introductory period

– set goals and expectations– activate prior knowledge– establish real-world applications

• Four DRC Model Units• Local Case Studies• Regional, National, and

International applications• Performance Tasks in various

contexts to teach transfer• Culminating Simulation

Model Unit Organization

• Stage One explains the Learning Goals for that unit

• Stage Two explains how the student will demonstrate learning. (Summative assessments and rubric)

(What must I know and do? How well must I do it?)

• Stage Three explains the logical, step-by-step plan to prepare for the end performance.

(Learning experiences and formative assessments.)

Suggestions before implementing a unit…

• Unpack the benchmark• Consider the performance task carefully• Review the instructional plan• Introduce to students• Share the goals, performance task and scoring

guide with students• Signal the context, activities, time frame

Unit 1-Using Geography to Solve Health Problems

• Students will identify geographic patterns which emerge when collected data are mapped, and will analyze mapped patterns through the application of such common geographic principles as

-- Hierarchy (patterns at a detailed scale can be related to patterns at a more general scale)

-- Accessibility (How easily one place can be reached from another)---Diffusion (How people or things move in certain directions at

certain speeds)---Complementarity (The mutual exchange of people and goods

between places usually occurs over the shortest possible distances)

• Students will apply the analysis of mapped patterns to the solution of problems

So what does this have to do with real people and real problems?

I need to move my products to consumers efficiently.

I need to spread the word that

my business was not affected by the tsunami.

Regional medical centers support better

care.

Diffusion

Hierarchy

Accessibility

Two Enduring Understandings:

• Analyzing data in terms of WHERE events occur (spatial analysis) is a basic tool for solving problems.

• Patterns of interaction between settlements, groups, or facilities can be understood and predicted by applying basic geographic principles.

A Transfer Task

• Applies the principles learned, but in a new context.

• Requires students to demonstrate knowledge and the ability to apply it appropriately.

• Products or performances are evaluated using a rubric keyed to the task and the level of rigor expected. (Criterion referenced)

What will it take for students to be successful?

• Vocabulary• Ability to spot or provide

examples of each principle in everyday life.

• Understanding of the effects of each principle

• Ability to express knowledge in text appropriate for social media.

• Ability to transfer to new situations.

Stage Three: How can students prepare for the task?

• Lesson 1- Understanding Accessibility

• Lesson 2- Understanding Complementarity

• Lesson 3- Understanding Hierarchy

• Lesson 4- Understanding Diffusion

Each lesson includes Marzano’s three Levels of Thinking:

– Gathering Information (at least one per lesson)

Brain storming/ Note taking/ Summarizing/ Interviewing/ Surveying/ Reading/ Vocabulary/ Etc.

– Extending & Refining (at least one per lesson) Analyzing historical sources/ Categorizing/Comparing &

contrasting/Identifying patterns/Interpreting/ Verifying/ Etc.

– Application (one per lesson) Conflict Resolution of Real-World Problems/

Debate/Discussion Panel/ Drawing Conclusions/ Making Predictions/ Problem Solving/ Simulation/Role Play/ Apply to New Situations/ Etc.

Regional Planning course includes

• Content instruction• Skills practice• Resources and references• Tools for evaluating student projects and

products• Opportunities for adapting instruction to

student needs and interests• Opportunities for collaboration among students

and teachers

Course Resources and references• Delaware Health Initiative units by Dr. Peter

Rees• Standard Geography, a student version of the

Geography Clarification Document by Allen Sylvester, DGA

• Delaware Geographic Alliance website www.ngsednet.org/dga

• Regional Planning Course website (beta version)http://www.edu/Geography/DGA/web/Regionalplanning/Regionalplanning.htm