“ Reasoning must be at the heart of good teaching, sound learning, and preparation - PowerPoint Presentation

Slide1

“

Reasoning

must be at the heart of good teaching, sound learning, and preparation for college, career, and civic life

.”

--Richard Paul,

Critical Thinking: How to Prepare

S

tudents for a Rapidly Changing World.Slide2

Teaching Causation as a Historical Thinking Skill

“Shallow men believe in luck. Strong men believe in cause

and effect.”

----Ralph Waldo Emerson

Session 1: September 1, 2016

2016-2017 Social Studies ColloquiaSlide3

Details and Agenda:

Details: restrooms, breaks, and lunch

Agenda

Welcome and overview

Social Science Thinking Skill: Causation

Anchor Experiences and Teaching Thinking Skills

Historian: Sean Rost

Causation: Early 2oth century African American Activism in Missouri and the Modern Civil Rights Movement.

Working Lunch: What questions and connections did our morning work generate?

Application:

How do Sugar and Slavery go together?

DebriefingSlide4

Purpose of this series:Establish and maintain on-going channels of communication among Missouri social studies educators.

Provide interactions between K-12 social studies teachers and professionals in social science disciplines.

Explore social studies pedagogy and instructional strategies tied to social science thinking skills.

Generate ideas for implementation of MLS Expectations, curriculum, pedagogy, and instructional strategies based on current social science research. Slide5

Introductions…and why?Yellow – a life goal you are working onPink

– your favorite book or movieOrange – your favorite foodBlue/Green –

your most interesting historical person

Purple – favorite way to revive yourself during or after the workday

Red – one thing you love about your jobSlide6

According to this advertisement, What is the cause and effect relationship between orange juice and happiness?

Drinking Orange juice will make you happier—Funny or Die Commercial https://www.youtube.com/watch?v=LtQdpX0nnu0Slide7
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What is causation? --The ability to identify, analyze, and evaluate the relationships among historical causes and effects, distinguishing between those which are long term and

proximate.--The ability to distinguish between causation and correlation.

--An awareness of contingency –the way historical events result from a complex variety of factors which can come together in unpredictable ways

and often have unanticipated consequences. Slide9

.Students who are proficient in causation as a historical thinking skill, ought to be able to:

Explain long and or short term causes and/or effects of an historical event, development or process.

Evaluate the relative significance of different causes and effects on historical events or processes.

Distinguish between causation and correlation.

Demonstrate an awareness of historical contingency. Slide10

Causation vocabulary

Causation

: the act or process of causing something to happen.

Long term

ProximateSlide11

Causation vocabulary

Correlation:

the degree to which two or more variables

vary together.

Linking variables

Lurking variablesSlide12

Causation or CorrelationDoes warm water cause unsafe swimming?

Temperatures rise

# of Beach rescues

rise

Number of people swimming

Linking VariableSlide13

Causation or CorrelationDo bigger feet cause better reading?

Shoe size increases

Reading scores increase

Increasing Age

Lurking VariableSlide14

Causation vocabulary

Contingency:

the way historical events result from a complex variety of factors which can come together in unpredictable ways and often have unanticipated

consequences.

. Slide15

Causation CorrelationReading in your folder from an article by Christine

Counsell, UK educational researcherhttps://www.youtube.com/watch?v=8B271L3NtAw

Ice cream Ted talk—5

minuteshttps://www.youtube.com/watch?v=Cl8zetzDBfM Junk Science—Spiders and spelling beesSlide16
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How might you teach causation as a historical thinking skill to your students?

1.Use an Anchor Experience: shorthand, touchstone e

xperiences which are:

accessible

memorable

relevant

applicable

2.Reinforce the skill throughout the year

:

lessons

activities

other content areas

current events and teachable momentsSlide21

Fourth Grade https://www.youtube.com/watch?v=i5-3Rr0VJZk

How many ways does he teaches this idea…

How could you use his ideas? Slide22

What caused Alphonse to die?

Once upon a time there was a camel called Alphonse. For various reasons relating to an unfortunate accident during his birth, the camel had severe back problems. This was not the end of his misfortune, however, because he had an evil exploitative owner called Frank the Camel Killer, who regularly overloaded his camels prior to taking them on grueling and totally unnecessary round trips up and down mountains on his way to deliver goods to his customers. These customers, shockingly, were completely indifferent to these frequent and gross violations of the rights of camels and found Frank and his antics at least vaguely endearing.

Well, one Friday, Frank had just finished loading-up Alphonse and his poor exploited fellow creatures for yet another grueling and totally unnecessary round trip up and down the mountains. He had piled and piled and piled up the goods onto Alphonse’s back and was taking a break and reflecting smugly on his handiwork, chewing a straw.

On a whim, he decided to add the bedraggled straw he had been chewing to Alphonse’s load.

Alphonse

groaned obligingly. He eyed his owner with disgust. Then…he keeled over and died of radical and irreversible back collapse!Slide23

Individually, underline as many causes as you can as to why Alphonse died.Share you list with a friend.

How could we organize these causes?How could we rank these causes?Choose your top three causes and defend them.

How could you organize your argument to be most persuasive?

What could have happened to Frank the Camel after Alphonse’s death? Why? To the other camels? Why? To the customers who had been indifferent? Why? Who else in this society might have been affected by Alphonse’s death? Slide24

British teacher lesson: High Achievement LessonLesson and debriefing imbedded in commentary

Why?

Have another “think”

Answers individual questions…lets them think out loud.

Great feedback and extension to their answers.

https://

www.youtube.com/watch?v=cg02cmbUjzMSlide25
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Cause and effect vocabularySo that, accordingly, therefore

Consequence, consequentlyResponsible, partly

responsible

Likely, most likely

So

Because

As a result

Leads toSlide27

Speaker: Sean Rost

Causation: Early 2oth century African American Activism in Missouri and the Modern Civil Rights Movement.Slide28

Working Lunch:What questions did our morning’s work generate for you? How might you use content/strategies from this mornings work in your classroom?Slide29

Back from lunch details:November 3 Colloquium: room 490 HST buildingSenate Youth ScholarshipMissouri Civics Initiative legislation

Upcoming Regional Professional Development datesOther?Slide30

Sugar and Slavery: Using primary and secondary sources to teach content and causationSlide31
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Sugar/Slavery LessonClose with contingency discussion: What other long- lasting effects did the relationship between sugar and slavery cause? Were those anticipated or unanticipated consequences?

Pair and exit slip activityHow might you use this lesson in your classroom. What changes would you need to make to suit your students’ needs and talents?Slide33

D

iscussion:

How

might you apply what we’ve discussed about causation in your classroom? How might you apply what we’ve discussed about causation

to

other

content lessons or other content areas?

What ideas or questions did our work today create for you?Slide34

How can we introduce/reinforce causation in other content areas?ELA-Reading

ELA-Writing and Language

Have students create visual/annotated maps of fiction and non-fiction books they are reading.

Discuss choices made by characters throughout a book or short story and their cause and effect impact.

?

Cause and Effect writing can be used to

Inform

Persuade/Argue

Show chronology

Cause and effect vocabulary

So

that, accordingly,

therefore

Consequence, consequently

Responsible

, partly

responsible

Likely

, most

likelySlide35

How can we introduce/reinforce causation in other content areas?Math

Science

Probability/Prediction

Statistics?

Essential thinking skill!

Variation

Earth Science

Physical Science

Biological Science

?Slide36

http://search.shamaa.org/PDF/Books/Lb/LAESs7/2012_counsellc_a14741_011-085_eng_authsub.pdf