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Council on Social Work Education (2022). Educational policy and accreditation standards for baccalaureate and master's social work programs. https://www.cswe.org/getmedia/94471c42-13b8-493b-9041-b30f48533d64/2022-EPAS.pdf

International Society for Technology in Education. (n.d.). ISTE Standards: Students. https://www.iste.org/standards/iste-standards-for-students

Project Zero. (2015). Circle of Viewpoints. Harvard Graduate School of Education. https://pz.harvard.edu/resources/circle-of-viewpoints

Project Zero. (n.d.). Generate-Sort-Connect-Elaborate. Harvard Graduate School of Education. https://pz.harvard.edu/resources/generate-sort-connect-elaborate

Project Zero. (2015). Think-Puzzle-Explore. Harvard Graduate School of Education. https://pz.harvard.edu/resources/think-puzzle-explore

Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. San Francisco, CA: Jossey-Bass Publishers.

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Course: Social Welfare Policy & Services

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Course: Social Welfare Policy & Services

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Students will process their prior knowledge and future examination by answering three questions:

1. What do you think you know about this topic?
2. What questions or puzzles do you have?
3. What does the topic make you want to explore?

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Students will brainstorm a list of different perspectives and choose one perspective at a time to explore using these sentence starters:

• I am thinking of ... the topic ... from the viewpoint of ... the viewpoint you’ve chosen
• I think ... describe the topic from your viewpoint. Be an actor—take on the character of your viewpoint
• A question I have from this viewpoint is ... ask a question from this viewpoint

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Students will select a topic, concept, or issue for which they want to map their understanding.

1. Generate a list of ideas and initial thoughts that come to mind when thinking about this particular topic/issue.

2. Sort ideas according to how central or tangential they are. Place central ideas near the center and more tangential ideas toward the outside of the page.

3. Connect ideas by drawing connecting lines between ideas that have something in common. Explain and write in a short sentence how the ideas are connected.

4. Elaborate on any of the ideas/thoughts written so far by adding new ideas that expand, extend, or add to the initial ideas.

Students will continue generating, connecting, and elaborating new ideas until they feel they have a good representation of their understanding.

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This routine activates prior knowledge and helps to generate ideas about a topic. It also facilitates making connections among ideas. Concept maps help to uncover students’ mental models of a topic in a non-linear way.

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This routine activates prior knowledge, generates ideas and curiosity, and sets the stage for deeper inquiry.

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This routine helps students see and explore multiple perspectives. It helps them understand that different
people can have different kinds of connections to the same thing, and that these different connections
influence what people see and think.

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Social workers:
a. use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies
affect the delivery of and access to social services; and
b. apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, racial, economic, and environmental justice.

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Social workers:
a. use social justice, anti-racist, and anti-oppressive lenses to assess how social welfare policies
affect the delivery of and access to social services

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Social workers:
b. apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, racial, economic, and environmental justice.

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ISTE*S.3.C.
Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

ISTE*S.7.B

Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

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Standards set by the Council on Social Work Education (CSWE)

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Standards set by the Council on Social Work Education (CSWE)

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ISTE*S.3.D.

Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.

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ISTE*S.3.C.
Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

ISTE*S.7.B

Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

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Students will use MindMup to create a mindmap of the various components required for their presentation (bill summary, reason for bill, impact of bill, NASW Values, etc.).

Students will be able to identify the components of their presentation that require further research and investigation.

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They will utilize Diigo to create a repository of journal articles, news articles, social media posts, etc. that represent a variety of perspectives about the bill that they are presenting. This repository will be used throughout the project as new research is added.

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Students will use Cacoo to create a chart that includes all of their responses to the Think-Puzzle-Explore questions. They will be able to use this chart as a foundation for their continued research as they analyze the bill.

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Students are preparing for the annual Social Work Day on the Hill policy poster presentation. They have selected a bill currently in the Tennessee Legislature that has been identified as a priority by the National Association of Social Workers, TN Chapter.

Now that they have selected the bill that they want to present, they are beginning the process of understanding and analyzing the bill from a social work perspective.