Anne Reichel

Increasing Cognitive Complexity

Integrating Social Studies and Science & The ELA Common Core

Anne Grall Reichel, Ed.D.agreichel@comcast.net

Session Goal

To provide practical strategies focused on increasing cognitive complexity in Social Studies and

Science while working towards the challenging demands of the

Common Core

Anne Grall Reichel, Ed.D

The Imperative

Our new Common Core Standards will challenge us to move beyond recall of facts.

We will be challenged to assess student learning in more complex and multi-dimensional ways.

We will also be challenged to infuse more cognitive complexity into the knowledge-acquisition process. (Conley, 2011)

Will this go away too?

Anne Grall Reichel, Ed.D

“I hope not!!!!”

The victims of NCLB are reaching college and careers not so ready !• Many in need of remedial course work• Many lack communication and critical

thinking skills

Anne Grall Reichel, Ed.D

My Own Very Informal Study

What happened to intellectual curiosity?• A tale of two rivers• Change at the Bears game• Rampant misinterpretation of events and

the spoken word – NATO Protest & Political Spinning

• Homecoming Date

Anne Grall Reichel, Ed.D

Complexity Matters

In an Age of Information, what most professionals do is research, think, and make arguments.

Williams & McEnerneyUniversity of Chicago

Anne Grall Reichel, Ed.D

Sample Performance Task

CCS Appendix B: Students analyze the governmental structure of the United States and support their analysis by citing specific textual evidence from primary sources such as the Preamble and First Amendment of the U.S. Constitution as well as secondary sources such as Linda R. Monk’s Words We Live By: Your Annotated Guide to the Constitution. [RH.6–8.1]

Anne Grall Reichel, Ed.D

We Need To Shift Our Thinking From…..

“It is too hard for the kids” to the following question.

Anne Grall Reichel, Ed.D

“It is too hard”

New Question:What scaffold can we build so that children can be successful in accomplishing the task?

Anne Grall Reichel, Ed.D

Evidence That We Can Do It!

Kindergarten Teachers:• Common Core RI One:

Ask who, what where questions after reading informational text.

• Building a scaffold• Experiencing pride and

accomplishment

Science Teachers • Changed multiple

choice tests to writing prompts

• Write to Argue• Write to Inform

Anne Grall Reichel, Ed.D

Data After One Year: Inquiry Strand

Anne Grall Reichel, Ed.D

% with 12 or more correct

% with 13 or more correct

% with 15 correct

2011 ISAT 60 45 6

2012 ISAT 70 58 12

Back to the Kindergarten Story

The district committed to trying performance tasks from Appendix B in several cycles throughout the year.

Each task was analyzed and scaffolded by the teachers and taught through the gradual release of responsibility model

Each task required reading text at higher levels of complexity

Each task required reflective writing RESULTS: From 2 to 6 meeting AYP

Anne Grall Reichel, Ed.D

Pathways to the Common CoreCalkins, Ehrenworth & Lehman

“The field of American education is changing in ways that are more dramatic and far-reaching than anything any of us could have imagined. If we are going to take a role in shaping the future, then we need to … see hope and opportunity….We need to see what is good about the Common Core Standards and roll up our sleeves and work to make those standards into a force that lifts our teaching and our schools.”

Anne Grall Reichel, Ed.D

So were you always an enthusiast of the Common Core?

Anne Grall Reichel, Ed.D

What I’ve Learned So Far

INTEGRATION is KEY: Logically integrate through meaningful tasks that cross disciplinary boundaries and engage students in active inquiry!

• WRITING MATTERS!

• READING MORE WITH GREATER COMPLEXITY MATTERS!

• SCAFFOLDING MATTERS! (Gradual Release of Responsibility)

• BELIEVING!

Anne Grall Reichel, Ed.D

Common Core: Tight & Loose

Tight (Very explicit standards) Loose (How we teach them)

• Seize the opportunity• Curriculum can be creative, imaginative,

and fun.

Anne Grall Reichel, Ed.D

So what does that look like?

You will be happy to hear that the rest of my presentation is about practical strategies and approaches.

Anne Grall Reichel, Ed.D

Thinking Historically

Thinking historically is not about what we know.

Thinking historically is about “how we know it” !

Goal: Teaching children how history is known.

Anne Grall Reichel, Ed.D

So what does it mean to think historically?

Multiple Accounts & Perspectives Primary Sources Sourcing (Credibility, Validity,

Perspective) Understanding Historical Context Claim, Evidence & Connections

Anne Grall Reichel, Ed.D

Multiple Accounts & Perspectives

History is not a single textbook account

Our job is to model how we analyze and synthesize information from multiple accounts and perspectives

Anne Grall Reichel, Ed.D

Paul Revere’s Ride

Anne Grall Reichel, Ed.D

Model! Model! Model!

RI.1. Cite several pieces of textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 

SS 1. Cite specific textual evidence to support analysis of primary and secondary sources.

Anne Grall Reichel, Ed.D

Paul Revere’s Ride

RI 1. Reading Informational Text: Students read multiple historical accounts of Paul Revere’s ride. They cite textual evidence to support their analysis of what is stated explicitly and what is inferred. They compare the historical accounts to Longfellow’s poem Paul Revere’s Ride.

(This would be an extended reader response)

Anne Grall Reichel, Ed.D

Paul Revere’s Ride

RL 1. Reading Literature Standard One - Example: Read the poem “Paul Revere’s Ride. Cite examples of what is stated explicitly and what is inferred. Support with evidence what emotions you believe the author was trying to elicit.

Anne Grall Reichel, Ed.D

Now think out of the box!

Could this lead to engaging persuasive writing that would cross disciplinary boundaries?

Anne Grall Reichel, Ed.D

Example

Modern critics of Paul Revere’s Ride point to the many historical inaccuracies within the poem. The poem was written in 1860, almost a century after the event. Some say Longfellow’s intent was to stir the American spirit. Are authors justified in representing history inaccurately? Make a claim. Support your claim with evidence.

Anne Grall Reichel, Ed.D

So can primary children think historically?

SCAFFOLD: A Vignette• How could we help first graders begin to

understand the concept of time? • Interview teachers, parents, grandparents

neighbors• Place their photos on timelines• Analyze primary documents – photos of toys• Research toys• Place toys on timeline using “evidence”

Anne Grall Reichel, Ed.D

Group Challenge: Oldest to Newest – 1920 to present

Anne Grall Reichel, Ed.D

Challenge

Anne Grall Reichel, Ed.D

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Challenge

Anne Grall Reichel, Ed.D

How did you do?

Radio Flyer 20s Silly Putty 50s Barbie 50s Ken 60s Etch a Sketch 60s GI Joe 60s

Paddington 70s (Book 1958)

Rubik Cube 70s Cabbage Patch

80s Bratz 2000

Anne Grall Reichel, Ed.D

History of Toys

http://www.time.com/time/specials/packages/0,28757,2049243,00.html• Limitless Opportunities

• Historical context – How were toys influenced by the events of the time

• Supply & Demand• Research – Find Evidence• Support “claim” with research- based evidence

Anne Grall Reichel, Ed.D

Use Primary Sources

Compare and contrast primary and secondary accounts

Are the accounts in agreement/disagreement? Our goal is to question sources and to read

closely highlighting discrepancies and consistencies

Primary sources include firsthand accounts, photos, newspapers, journals, data, original documents, letters

Anne Grall Reichel, Ed.D

Practical Examples: So what does this look like in our classrooms ?

Rosa Parks The Boston Massacre Compare Jefferson’s Rough Draft of

The Declaration of Independence to the actual document

Anne Grall Reichel, Ed.D

Where do I find the resources?

http://teachinghistory.org/

What is historical thinking?

Anne Grall Reichel, Ed.D

I want to extend my understanding on historical thinking!

LINKS http://www.ushistory.org/  http://memory.loc.gov/ammem/

index.html  http://teachinghistory.org/

Anne Grall Reichel, Ed.D

Questions to Understand Historical Context

When did this take place? Where did it take place? What was going on? Who was involved? What were

their ideologies? What words were spoken before

those under investigation? Anne Grall Reichel, Ed.D

Connection to the Common Core

Cite specific textual evidence to support analysis of primary and secondary sources.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

Construct understanding by doing!

Anne Grall Reichel, Ed.D

What do historians do?

Look carefully at primary documents Draw inferences based upon context clues Ask more questions Find additional sources Reflect on inferences based upon

additional information/data Do their best to write history objectively

Anne Grall Reichel, Ed.D

Back to Complexity Matters

In an Age of Information, what most professionals do is research, think, and make arguments.

Williams & McEnerneyUniversity of Chicago

Anne Grall Reichel, Ed.D

Write to Argue 6-8 I wrote an argument focused on social studies content. I introduced a claim about a topic or issue. I distinguished my claim from alternate or opposing claims. I organized reasons, data, and evidence logically to support my claim. I supported the claim with logical reasoning and detailed, accurate

data and evidence including primary documents and accounts of other historians.

I used words and phrases as well as social studies vocabulary to make clear the relationships among claims, reasons, data, and evidence.

I used an objective style and tone throughout my writing. I concluded my writing with a statement that follows logically from my

argument.

Anne Grall Reichel, Ed.D

Continuums

The continuums from my book which will be available to you were developed as a result of work with the Oak Park/River Forest Science Consortium

Anne Grall Reichel, Ed.D

Claim/Evidence

This language is pervasive throughout the Common Core

Science – Next Generation Science Standards – We best represent science when we bring argumentation into focus.

Anne Grall Reichel, Ed.D

Analyzing Political Cartoons

Define each of the following techniques used in political cartoons to convey a message: • analogy• caricature• exaggeration• irony• symbolism

Anne Grall Reichel, Ed.D

Analyzing Political Cartoons

Identify the issue that the political cartoon addresses

Describe the cartoonist's opinion Explain how persuasive you find this cartoon How could the cartoon have been more

effective? Compare and contrast two cartoons on a similar

topic in terms of their message and effectiveness.

 Anne Grall Reichel, Ed.D

Cartoons Depicting Our Times

Anne Grall Reichel, Ed.D

Cartoons Depicting Our Times

Anne Grall Reichel, Ed.D

Cartoon Link

No pun intended!Tooning into historyhttp://nieonline.com/aaec/cftc.cfm?

cftcfeature=history

Anne Grall Reichel, Ed.D

Additional Links

Ad Council: Using ads to promote inquiryhttp://www.adcouncil.org/Our-Work/The-Classics Presidential Election Cartoons

1860-19http://elections.harpweek.com

100 Milestone Documentshttp://www.ourdocuments.gov/content.php?

flash=true&page=milestone

Anne Grall Reichel, Ed.D

Contact Information

Anne Grall Reichel, Ed.D.Reichel’s Essential Curriculum

agreichel@comcast.net

Office: 847-236-9539

Anne Grall Reichel, Ed.D

Common Core

Common Core is not about being common or ordinary

It is about being extraordinary

Anne Grall Reichel, Ed.D

So….

Make sure kids get to see you model your own passion for learning

Be extraordinary!!!!

Anne Grall Reichel, Ed.D