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Where will I find good sources to use in the C3?

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Where will I find good sources to use in the C3?

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I would prefer to work on an individual PBA and collabe with those in my content area than having us all work on 1 unit/PBA together the whole time. 

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I would prefer to work on an individual PBA and collabe with those in my content area than having us all work on 1 unit/PBA together the whole time. 

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Why is there an emphasis on 3 supporting questions when one overarching essay prompt allows more creativity?

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Why is there an emphasis on 3 supporting questions when one overarching essay prompt allows more creativity?

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Research global and ethical citizenship

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thank you for providing us with the opportunity to work with like minded teachers and be part of the PBA process

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Seems a lot for a 4-day cycle.

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thinking about how to make this more common practice

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How can we connect C3 to other engaging instructional practices--philosophical chairs, Socratic seminars, etc.

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I love working with smart, committed educators. Thank you for starting summer off well!

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I love working with smart, committed educators. Thank you for starting summer off well!

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Start looking for primary/secondary sources

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Are there any finished products that we can look at to get some ideas?

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How can elementary teachers find the time to do PBAs with the push for literacy instruction and SOLs?

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How can elementary teachers find the time to do PBAs with the push for literacy instruction and SOLs?

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bring this back to my school to incorporate into our thinking and planning process

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Next step will be to start finding documents for students to work with

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Utilize the skills for unpacking the big ideas and tuning protocol with other units and content. Conflict, cooperation, and reform can be used in many ways outside the civil rights movement. 

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Utilize the skills for unpacking the big ideas and tuning protocol with other units and content. Conflict, cooperation, and reform can be used in many ways outside the civil rights movement. 

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Are these being added to the options for LAA?

Are these going to be redundant to many of the PBAs that are already created?

Will everyday teachers (not in this cohort) find these overwhelming without training?

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Think of how to make a cycle for the whole unit.

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don't ever forget "what do I want students to produce and what should that product demonstrate"

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don't ever forget "what do I want students to produce and what should that product demonstrate"

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What are some options for products? How can I kept C3/IDMs more manageable in terms of time?

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Finding Primary Sources that are aga appropriate for fourth grade. How much choice do we give our students in their final product?

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I want to start researching to see what sources are available in supporting our inquiry

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Not enough work time with group, seems there was way more time presenting than working with group

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Not enough work time with group, seems there was way more time presenting than working with group

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Was it said that we divide up units and each do a lesson and teach each others' lessons? Because I've never seen that happen. We might suggest things we do and others might take and use them, but we're not robots nor on an assembly line. I bristled at that comment.

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Was it said that we divide up units and each do a lesson and teach each others' lessons? Because I've never seen that happen. We might suggest things we do and others might take and use them, but we're not robots nor on an assembly line. I bristled at that comment.

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Still not quite sure how we will build enough knowledge about the subject for students to be able to answers these critical questions.

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Bring this back to CLT leaders so they can use this in their teams.

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Bring this back to CLT leaders so they can use this in their teams.

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1. What exactly will the final product look like?
2. Will we be able to try it & get feedback next school year?

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What is the timing of the virtual day? What does this cohort look like after these training days?

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The time constraints... How will I fit 3 C3s into a course without having to give up other project-based assessments I already do (and that my students really love)...

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The time constraints... How will I fit 3 C3s into a course without having to give up other project-based assessments I already do (and that my students really love)...

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How can the C3/IDM be utilized in the classroom on a regular basis?

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How can the C3/IDM be utilized in the classroom on a regular basis?

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1.) Collaboration and feedback with others helps give you a fresh perspective and improve your overall idea.

2.) C3 inquiry is a design MODEL not a one size fits all proscriptive assessment.

3.) Civics should focus on the DO over the KNOW (although both are of course important)

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Where will I find good sources? How can I increase student engagement?

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Where will I find good sources? How can I increase student engagement?

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Thinking about what I want students to answer with and how to better frame the questions/ sources

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Thinking about what I want students to answer with and how to better frame the questions/ sources

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How will the C3 Framework be effective with a team that has varied training on the C3?

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Go slow.  Think overarching goals.  Plan small.

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Go slow.  Think overarching goals.  Plan small.

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don't be afraid to revisit/tweak the question.  Give yourself time to reflect before finalizing

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don't be afraid to revisit/tweak the question.  Give yourself time to reflect before finalizing

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How is a C3 better than something like DBQ Project?

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How is a C3 better than something like DBQ Project?

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Making the questions accessable to all students.

Students having the appropriate background knowledge to answer the question.

Giving students different options to show what they know instead of just a test.

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Thinking about how I bring this back to my school and use it as a leverage point to re-examine our current PBA/PBL/LAA assessments to ensure we are upping our game and offering more choice of how an assessment is completed across the year. I also want our CLT to see if we can bring more C3 type formative activities into our curriculum as well.

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Considering student responses and looking for primary sources that are relevant to the questions

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Considering student responses and looking for primary sources that are relevant to the questions

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Consider how the students may answer. Be specific with question, keeping vocabulary in mind. Use the supporting questions for lessons.

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Assessments should be open ended and allow for students to utilize their own thoughts and voice. 

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Assessments should be open ended and allow for students to utilize their own thoughts and voice. 

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Thinking through what students need to be familiar with, what is important for students to know and do then forming our BIG ideas

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1- plan assessments with work life in mind.
2- you will go back and revisit things that you already worked on as you continue to move forward.
3- if students cannot answer the big question then it needs to be revised

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Would have loved additional time to work with the group before presenting and using the Toning protocol

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Stress testing with colleagues is important to the revising process.

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Is this cohort about more than c3?

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1. It is important to have a group to work with and a big idea to draw from
2. It is important to have time to process
3. It is important to take breaks!

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1) Pairing abstract questions with grounded, specific questions
2) Thinking about anticipated student responses
3) What do I want the students to do with this knowledge?

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The more we're allowed to be flexible with response time and adjusting to our needs, the better

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The more we're allowed to be flexible with response time and adjusting to our needs, the better

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I like the list of performance verbs because they help us be specific and intentional in the way we phrase our questions or statements.

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There are myriad different paths toward creating and implementing C3s

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There are myriad different paths toward creating and implementing C3s

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Thinking about student responses and do students have enough background knowledge to answer the questions.

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C3 can be used in many different ways; Must be realistic in current classrooms; The process is messy

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C3 can be used in many different ways; Must be realistic in current classrooms; The process is messy

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I am so lucky to be working with a great WH1 team of teachers.

Today's speaker/instructor was solid gold.  His process and ideas gave us the room to make great progress.

The process is time consuming but enjoyable with great colleagues.

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turning protocol needs to be refined so it is an effective tool but less rigid. 

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turning protocol needs to be refined so it is an effective tool but less rigid. 

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For both teachers and students, the primary focus should be on making sure that you are pushing the boundaries of thinking

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1. Creating a take away assessment right away that we will work on throughout the week.
2. Liked the feedback routine of predicting student responses.
3. So helpful to be in groups with other teachers from different parts of the county

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I think the format of today was very confusing. It would have been helpful for those of us who don't have a PBA background to have had some sort of baseline/outline for what a "good" PBA is. 

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I think the format of today was very confusing. It would have been helpful for those of us who don't have a PBA background to have had some sort of baseline/outline for what a "good" PBA is. 

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Plan assessments with work life balance in mind
Anticipate student responses

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it is important to provide opportunities for students to create something using what they know