Creating Collaborative Civic Spaces Creating Collaborative Civic Spaces

Creating Collaborative Civic Spaces

Creating Collaborative Civic Spaces 7 a: Introduction

Group Norms 1. Assume best intentions. 2. Listen carefully to one another. 3. Be open to new ideas. 4. Be open to working outside your comfort zone. 5. Ask questions. 6. Allow a chance for everyone to participate.

Overview of Module 7 7 a: Introduction 7 b: What Do We Do With Variation? 7 c: Engaging Student Voice in Community Building 7 d: The Proven Practice of Deliberation of Current and Controversial Issues 7 e: Strategies to Support Collaborative Civic Spaces 7 f: Reflection

Objectives • • • Review how the instructional shifts of the KAS for Social Studies require the cultivation and nurturing of collaborative civic spaces. Examine data that highlights some of the challenges to creating collaborative civic spaces. Examine the role of teachers and students in building a collaborative civic space. Explore tools and resources to engage student voice in building a collaborative civic space. Examine the proven practice of current and controversial issue discussions. Analyze strategies that can be used to support current and controversial issue discussions in inquiry.

Compelling Questions The following compelling questions will be addressed throughout this module: • • What do we do with variation? How do we create a collaborative civic space for inquiry? What are the opportunities and challenges of creating collaborative civic spaces for current and controversial issue discussions? What strategies might connect, support and extend collaborative and civic spaces in the classroom?

Warm-up Collaborative civic spaces are safe places where students can collaborate on civic issues and action plans though civil discussion and democratic discourse while proposing solutions and developing action plans. Individually, with a partner, a small grade-banded group or with your Professional Learning Community, discuss or reflect upon the following question: • Why is it important for educators and students to create classrooms that are collaborative civic spaces?

Reflection After reviewing the definition of collaborative civic spaces, consider the following questions: 1. What is your “why”? Why are you interested in learning about 2. 3. collaborative civic spaces? Revisit the question on the previous slide. In what way(s) are you ready to engage in this work? What are you excited to learn? What concern(s) do you have, if any? 8

Coming Up 7 a: Introduction 7 b: What Do We Do with Variation? 7 c: Engaging Student Voice in Community Building 7 d: The Proven Practice of Deliberation of Current and Controversial Issues 7 e: Strategies to Support Collaborative Civic Spaces 7 f: Reflection

Reflection End of 7 a: Introduction This is the end of 7 a: “Introduction” within Module 7 Creating Collaborative Civic Spaces. If you would like to complete another section of Module 7 at this time, continue onto the next slide to begin facilitating Module 7: Section 7 b: “What Do We Do With Variation? ” Survey link: Collaborative Civic Spaces Professional Learning Survey

Creating Collaborative Civic Spaces 7 b: What Do We Do With a Variation?

Overview of Module 7 7 a: Introduction 7 b: What Do We Do With Variation? 7 c: Engaging Student Voice in Community Building 7 d: The Proven Practice of Deliberation of Current and Controversial Issues 7 e: Strategies to Support Collaborative Civic Spaces 7 f: Reflection

Group Norms 1. Assume best intentions. 2. Listen carefully to one another. 3. Be open to new ideas. 4. Be open to working outside your comfort zone. 5. Ask questions. 6. Allow a chance for everyone to participate.

Objectives In this module, participants will: • Review how the instructional shifts of the KAS for Social Studies require the cultivation and nurturing of collaborative civic spaces. • Examine data that highlights some of the challenges to creating collaborative civic spaces. • Explore research that points to the importance of discussing compelling questions that tap into “variations”. • Identify policies and practices to facilitate collaborative civic spaces that help “barriers fall down”.

Pre-Module Activity Sentence-Phrase-Word Read along as James Berry reads his poem, What Do We Do With a Variation? , and then complete the task in your notecatcher.

Inquiry Practices of the KAS for Social Studies

Instructional Shifts of the KAS for Social Studies 1. 2. 3. 4. Craft questions that spark and sustain inquiry Cultivate and nurture collaborative civic spaces Integrate content and skills purposefully Promote literacy practices and outcomes 5. Provide tangible opportunities for communicating conclusions and taking action

What is variation? Variation is the act, process or accident of differing in condition, character or degree.

Evidence of Variation: There is increased polarization in the general public Source: Pew Research Center, 2017

What do we do with a variation? Generally, we are taught not to talk “politics” in polite company. When we do talk politics, it tends to be with like-minded individuals.

What do we do with a variation? Classrooms play a critical role in building skills and opportunities to address variations for barriers to fall down.

Polarization is not inevitable. . .

Annotated Reading Read, “Teaching Controversial Issues in an Age of Polarization, ” and annotate the article using the codes to the right. ● Underline key ideas and major points. ● Write a ? next to anything that is confusing. ● Circle key words or phrases. ● Put an ! next to information that helps you make a connection to the poem, “What do we do with a variation?

Article Discussion • After reading this article, engage in a Think Pair Share thinking routine with a partner. Share the following in your discussions: ● What were the key ideas and major points that you underlined. o How do your responses compare with your partner’s? ● What parts, indicated with a ? , were confusing to you? o Is your partner able to clarify any parts that you indicated? ● What were the key words or phrases that you circled? o Did your partner identify any of the same key words or phrases? ● What parts of the text, indicated with an !, helped you make a connection to the poem, “What do we do with a variation? o How do your responses compare with your partner’s?

Post Discussion 3 -2 -1 Reflection In your notecatcher, record: ● 3 things you learned as a result of this article and discussion; ● 2 people you need to share this information with; and ● 1 action you can take NOW to address variation.

Reflection: One more stanza. . . Revisit the poem, “What do we do with a variation? ” How would you like your students to respond to “variations” that emerge as a result of inquiry into compelling questions? Write a final stanza to the poem.

How might the strategies in this module be used to support inquiry in the classroom? Sentence-Phrase-Word Annotated Reading Think Pair Share 3 -2 -1 reflection A final stanza. . .

Section 7 b: End This is the end of 7 b: “What Do We Do With Variation? ” within Module 7 Creating Collaborative Civic Spaces. If you would like to complete another section of Module 7 at this time, continue onto the next slide to begin facilitating Module 7: Section 7 c: “Engaging Student Voice in Community Building. ” Survey link: Collaborative Civic Spaces Professional Learning Survey

Creating Collaborative Civic Spaces 7 c: Engaging Student Voice in Community Building

Overview of Module 7 7 a: Introduction 7 b: What Do We Do With Variation? 7 c: Engaging Student Voice in Community Building 7 d: The Proven Practice of Deliberation of Current and Controversial Issues 7 e: Strategies to Support Collaborative Civic Spaces 7 f: Reflection

Group Norms 1. Assume best intentions. 2. Listen carefully to one another. 3. Be open to new ideas. 4. Be open to working outside your comfort zone. 5. Ask questions. 6. Allow a chance for everyone to participate.

Pre-Module Task: What does a collaborative civic space look like, feel like and sound like?

Objectives In this module, participants will: • Review how the instructional shifts of the KAS for Social Studies require the cultivation and nurturing of collaborative civic spaces. • Examine the role of teachers and students in building a collaborative civic space. • Explore tools and resources to engage student voice in building a collaborative civic space.

Instructional shifts of the KAS for Social Studies 1. 2. 3. 4. Craft questions that spark and sustain inquiry Cultivate and nurture collaborative civic spaces Integrate content and skills purposefully Promote literacy practices and outcomes 5. Provide tangible opportunities for communicating conclusions and taking action

Small Group Share Pre-Module Task: What does a collaborative civic space look like, feel like and sound like?

Building a Respectful Classroom • The KAS for Social Studies requires that students have a voice in the educational process as a student’s ability to effectively communicate their own conclusions and listen carefully to the conclusions of others can be considered a capstone of social studies disciplinary practices. • In the Communicating Conclusion standards, at minimum, students engage in civil discussion, reach consensus when appropriate and respect diverse opinions relevant to significant, unresolved issues students may face in their local, regional and global communities. • Students engage in disciplinary thinking and apply appropriate evidence to propose a solution or design an action plan. • Students apply a range of deliberative and democratic procedures to make decisions about ways to take action on current local, regional and global issues.

Building a Respectful Classroom • • Thus, social studies classrooms in Kentucky must be a safe space where students can engage in civil discussion, reach consensus when appropriate and respect diverse opinions. How is this achieved? • • Through building respectful relationships Establishing and maintaining community expectations and agreements about behavior

Building a Respectful Classroom • Building respectful relationships • Read the article entitled, Building Respectful Relationships. • As you read the article, add to your graphic organizer about how building respectful relationships contributes to a collaborative civic space.

Building a Respectful Classroom • Establishing and maintaining community expectations and agreements about behavior • Read the article entitled, Establishing and maintaining community expectations and agreements about behavior decomposition. • As you read the article, add to your graphic organizer about how establishing and maintaining community expectations and agreements about behavior decomposition contributes to a collaborative civic space.

Building a Respectful Classroom Example: General Discussion Strategies General guidelines • • • Allow everyone the chance to speak. Do not interrupt or engage in private conversations while others are speaking. What is shared in the discussion circle, stays in the discussion circle. Keep confidential any personal information that comes up in the conversation. As you listen to other participants… • • Listen carefully and respectfully, without interrupting. Be aware that tone and body language are powerful communicators. Show respectful listening by facing and looking at the speaker, making eye contact, staying quiet, nodding, etc. Inclusive Teaching Forum (n. d. ) Handout 1: General Discussion Guidelines. Columbia Center for Teaching and Learning. https: //learninginnovation. duke. edu/wp-content/uploads/2018/01/ITF-H 1 -discussionguide-17 h 5 iob. pdf

Building a Respectful Classroom Example: General Discussion Strategies Cont’d. When it is your turn to speak… • • Share briefly from your own experiences. Use “I” statements to state your views. Build on others’ comments. Acknowledge them, even if you disagree. Be careful not to generalize about people and/or experiences. Speaking up… • • • If you think something is missing from the conversation, do not wait for someone else to say it; say it yourself. If you find another’s statement to be problematic, do speak up. Try not to silence yourself out of concern for what others will think about what you say. Inclusive Teaching Forum (n. d. ) Handout 1: General Discussion Guidelines. Columbia Center for Teaching and Learning. https: //learninginnovation. duke. edu/wp-content/uploads/2018/01/ITF-H 1 -discussionguide-17 h 5 iob. pdf

Building a Respectful Classroom Example: General Discussion Strategies Cont’d. When interacting with other participants… • • Commit to learning, not debating. Challenge or criticize ideas, not individuals. Avoid blame, speculation and inflammatory language. Be careful about putting other participants on the spot. Do not demand that others speak for a group that you perceive them to represent. Inclusive Teaching Forum (n. d. ) Handout 1: General Discussion Guidelines. Columbia Center for Teaching and Learning. https: //learninginnovation. duke. edu/wp-content/uploads/2018/01/ITF-H 1 -discussionguide-17 h 5 iob. pdf

5 Strategies to Deepen Student Collaboration

8 Components Blog: 3 Shape Annotation • Triangle (point instead of base at bottom): Something “pointed” and new • Square: Something that “squared” or agreed with your thinking • Circle: Something that is still going around in your head

8 Components Blog: 3 Shape Discussion • Triangle (point instead of base at bottom): Something “pointed” and new • Square: Something that “squared” or agreed with your thinking • Circle: Something that is still going around in your head

Revisit the Pre-Module Task: What does a collaborative civic space look like, feel like and sound like?

Classroom Contract • • A classroom contract is an agreement between the members of the classroom community (teacher, students) to which all parties are held accountable. As you watch the following video, consider the following questions: • • • Why does the teacher identify himself as a member of the classroom community? How does the teacher implementation of this strategy contribute to its effectiveness? How can a classroom contract facilitate collaborative civic spaces?

Classroom Contract

Classroom Contract • In small groups, engage in Conver-Stations to discuss your responses to the questions below based on what you observed in the video: • • • Why does the teacher identify himself as a member of the classroom community? How does the teacher implementation of this strategy contribute to its effectiveness? How can a classroom contract facilitate collaborative civic spaces?

Classroom Contracting Work together in grade-banded groups to create a classroom contract that will result in the collaborative civic space described on your graphic organizer.

Class Contracts

Classroom Contracting Work together in grade banded groups to create a classroom contract that will result in the collaborative civic space described on your graphic organizer. Be prepared to share your contract with the larger group.

More Resources Facing History and Ourselves: Fostering Civil Discourse: A Guide for Classroom Conversations Teaching Tolerance: Civil Discourse in the Classroom

Application of Strategies How might these tools engage students in the creation and nurturing of a collaborative and civic space in your classroom? • Looks Like, Feels Like, Sounds Like • Three Shape Annotation • Classroom Contracting • Conver-Stations

Reflection Section 7 c: End This is the end of 7 c: “Engaging Student Voice in Community Building” within Module 7: Creating Collaborative Civic Spaces. • If you would like to complete another section of Module 7 at this time, continue onto the next slide to begin facilitating 7 d: “The Proven Practice of Deliberation of Current and Controversial Issues. ” Survey link: Collaborative Civic Spaces Professional Learning Survey

Creating Collaborative Civic Spaces 7 d: The Proven Practice of Deliberation of Current and Controversial Issues

Overview of Module 7 7 a: Introduction 7 b: What Do We Do With Variation? 7 c: Engaging Student Voice in Community Building 7 d: The Proven Practice of Deliberation of Current and Controversial Issues 7 e: Strategies to Support Collaborative Civic Spaces 7 f: Reflection

Group Norms 1. Assume best intentions. 2. Listen carefully to one another. 3. Be open to new ideas. 4. Be open to working outside your comfort zone. 5. Ask questions. 6. Allow a chance for everyone to participate.

Pre-Module Activity How do you feel about facilitating discussions about controversial issues in your classroom? Pick the image on the tree that corresponds to your comfort level in facilitating these conversations. Explain your response.

Objectives In this module, participants will: • Review how the instructional shifts of the KAS for Social Studies require the cultivation and nurturing of collaborative civic spaces for inquiry into compelling questions. • Examine the proven practice of current and controversial issue discussions. • Identify the qualities of effective current and controversial issue discussions. • Reflect on the use of current and controversial issue discussions in their own practice.

Instructional shifts of the KAS for Social Studies 1. 2. 3. 4. Craft questions that spark and sustain inquiry Cultivate and nurture collaborative civic spaces Integrate content and skills purposefully Promote literacy practices and outcomes 5. Provide tangible opportunities for communicating conclusions and taking action

Compelling Questions • Compelling open-ended, enduring and center on significant unresolved issues. • Characteristics of compelling questions: • focus on “big ideas, ” • are intellectually challenging, • generate interest, • allow for multiple perspectives, • can be answered in a variety of ways • inspire investigation through the discipline strands.

Creating and nurturing collaborative civic spaces aligns with the proven practice of current and controversial issue discussions ● Proven Practices of Civic Education ○ Course including civics, government, law and related topics ○ Deliberation of Current & Controversial Issues ○ Simulations of Democratic Processes ○ Student Voice in Schools ○ Student Led Volunteer Organizations ○ Service Learning

What questions do you have about the proven practice of deliberation of current and controversial issues? ● Proven Practices of Civic Education ○ Course including civics, government, law and related topics ○ Deliberation of Current & Controversial Issues ○ Simulations of Democratic Processes ○ Student Voice in Schools ○ Student Led Volunteer Organizations ○ Service Learning

Political Education in Polarized Times

Small Group Share: Let’s Discuss

Communicating Conclusions • • In the Communicating Conclusion standards of the KAS for Social Studies, students engage in civil discussion, reach consensus when appropriate and respect diverse opinions relevant to significant, unresolved issues students may face in their local, regional and global communities. How does engaging with controversial issues support students in meeting the requirements of the communicating conclusion standards?

Reflection Complete the following prompts about deliberating current and controversial issues. ● I used to think…. ● Now, I think…

Resources to Explore • • Cohen, C. , Kahne, J. , & Marshall, J. With Anderson, V. , Brower, M. , and Knight, D. Let’s go there: Making a Case for Race, Ethnicity and a Lived Civics Approach to Civic Education. (2018) Gen. Forward at the University of Chicago. https: //static 1. squarespace. com/static/5 e 20 c 70 a 7802 d 9509 b 9 aeff 2/t/5 e 66 cd 4 feddd 0 f 57 bb 759 f 21/1583795568756/Lets. Go. There_Paper_V 17. pdf Hess, Diana. Discussions That Drive Democracy. (2011, September). Educational Leadership: Volume 68, Issue 1. http: //www. ascd. org/publications/educationalleadership/sept 11/vol 69/num 01/Discussions-That-Drive-Democracy. aspx Mc. Avoy, Paula & Hess, Diana. Classroom Deliberation in an Era of Political Polarization. (2013, January 16). Curriculum Inquiry: Volume 43, Issue 1. https: //doi. org/10. 1111/curi. 12000 Mc. Avoy, Paula & Hess, Diana. Debates and Conversations: From the Ground Up. (2014, November). Educational Leadership: Volume 72, Number 3. http: //www. ascd. org/publications/educational-leadership/nov 14/vol 72/num 03/Debates-and. Conversations@-From-the-Ground-Up. aspx

Application How might these tools be used to support students in current and controversial issue discussions? Question Starts I used to think… now I think • •

Reflection Section 7 d: End This is the end of 7 d: “The Proven Practice of Deliberation of Current and Controversial Issues” within Module 7: Creating Collaborative Civic Spaces. If you would like to complete another section of Module 7 at this time, continue onto the next slide to begin facilitating 7 e: “Strategies to Support Collaborative Civic Spaces. ” Survey link: Collaborative Civic Spaces Professional Learning Survey

Creating Collaborative Civic Spaces 7 e: Strategies to Support Collaborative Civic Spaces

Overview of Module 7 7 a: Introduction 7 b: What Do We Do With Variation? 7 c: Engaging Student Voice in Community Building 7 d: The Proven Practice of Deliberation of Current and Controversial Issues 7 e: Strategies to Support Collaborative Civic Spaces 7 f: Reflection

Group Norms 1. Assume best intentions. 2. Listen carefully to one another. 3. Be open to new ideas. 4. Be open to working outside your comfort zone. 5. Ask questions. 6. Allow a chance for everyone to participate.

Pre-Module Task Compass points E= Excited W= Worrisome N= Need to Know S= Stance or Suggestion

Give One, Get One • Find a partner. • Partner A share items from your Compass Points list until Partner B hears something that in not on their list. • Partner B adds the idea to the right of their list. • Once Partner B “GOT ONE”, roles reverse. • Once Partner A “GOT ONE”, find new partners and repeat.

Objectives In this module, participants will: • Review how the instructional shifts of the KAS for Social Studies require the cultivation and nurturing of collaborative civic spaces for inquiry into compelling questions. • Analyze strategies that can be used to support current and controversial issue discussions in inquiry. • Explore resources that can be used to support current and controversial issue discussions in inquiry.

Instructional shifts of the KAS for Social Studies 1. 2. 3. 4. Craft questions that spark and sustain inquiry Cultivate and nurture collaborative civic spaces Integrate content and skills purposefully Promote literacy practices and outcomes 5. Provide tangible opportunities for communicating conclusions and taking action

Attributes of Dialogue in Collaborative and Civic Spaces ● Engages productively with the local, national, and international issues and events that animate our political system ● Addresses meaningful and timely questions about public problems that deserve both students and the public's attention ● Links issues to curricular goals ● Selects issues that resonate with students ● Locates or creates learning materials to provide students necessary background information ● Through these learning materials, provides the best arguments on varying sides of an issue, multiple points of view and engages with multiple and complex perspectives

Attributes of Dialogue in Collaborative and Civic Spaces ● Employs several different ways of making joint decisions (deliberating, debating and voting, agreeing to disagree, delegating the decision to experts, choosing randomly, etc. ) and demonstrates the pros and cons of each ● Develops ground rules to ensure inclusive and productive discussions occur in a climate of respect and civility in which all responsible perspectives are taken seriously ● Facilitates in-depth understanding of issues or events to enable individuals to form their own opinions and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own thoughts clearly and persuasively ● Undertakes discussions with thoughtfulness related to the ethical dilemmas involved in teaching about controversial issues

Structured Academic Controversy

Socratic Seminar

Philosophical Chairs

Deeper Learning Visit Facing History and Ourselves and Educating for Democracy for resources on these strategies and more.

Reflection • CONNECT: How are the ideas and information presented CONNECTED to what you already knew? • EXTEND: What new ideas did you get that EXTENDED or pushed your thinking in new directions? • CHALLENGE: What is still CHALLENGING or confusing for you to get your mind around? What questions, wonderings or puzzles do you now have?

Application How might the strategies in this module be used to support the cultivation and nurturing of collaborative civic spaces? • Compass Points • Give One, Get One • Connect-Extend-Challenge

Reflection Section 7 e: End This is the end of 7 e: “Strategies to Support Collaborative Civic Spaces” within Module 7: Creating Collaborative Civic Spaces. If you would like to complete another section of Module 7 at this time, continue onto the next slide to begin facilitating 7 f: “Reflection. ” Survey link: Collaborative Civic Spaces Professional Learning Survey

Creating Collaborative Civic Spaces 7 f: Reflection

Group Norms 1. Assume best intentions. 2. Listen carefully to one another. 3. Be open to new ideas. 4. Be open to working outside your comfort zone. 5. Ask questions. 6. Allow a chance for everyone to participate.

Overview of Module 7 7 a: Introduction 7 b: What Do We Do With Variation? 7 c: Engaging Student Voice in Community Building 7 d: The Proven Practice of Deliberation of Current and Controversial Issues 7 e: Strategies to Support Collaborative Civic Spaces 7 f: Reflection

Module Objectives • • • Review how the instructional shifts of the KAS for Social Studies require the cultivation and nurturing of collaborative civic spaces. Examine data that highlights some of the challenges to creating collaborative civic spaces. Examine the role of teachers and students in building a collaborative civic space. Explore tools and resources to engage student voice in building a collaborative civic space. Examine the proven practice of current and controversial issue discussions. Analyze strategies that can be used to support current and controversial issue discussions in inquiry.

Compelling Questions Individually, with a partner, a small grade-banded group or your Professional Learning Community, answer the following questions using the What Makes You Say That? thinking strategy. • What do we do with variation? • How do we create a collaborative civic space for inquiry? • What are the opportunities and challenges of creating collaborative civic spaces for current and controversial issue discussions? • What strategies might connect, support and extend collaborative and civic spaces in the classroom?

Why try it?

Why Try It Reflection • Individually, with a partner, a small grade-banded group or your Professional Learning Community, reflect on the question, “Why Try it? ” using the 3 Y’s thinking strategy. Use this strategy to answer the questions below regarding why you should engage in student-centered civic discussion and deliberation. • • • 1. Why might student-centered civic discussion and deliberation matter to me? 2. Why might it matter to people around me [family, friends, city, nation]? 3. Why might it matter to the world?

A Brave New World • The 2020 -21 school year has created additional opportunities for teachers to create collaborative civic spaces beyond their classroom, extending to online communities. While this is daunting, illinoiscivics. org has created a Remote Learning Toolkit that contains guidance on how to create a safe and reflective online learning community. • Individually, with a partner, a small grade-banded group or your Professional Learning Community, engage with the section entitled, “Creating a Safe and Reflective Online Community. ” • As you review the components of this section, create a Mind Map to visually organize the information presented. Mind mapping is a non-linear, graphic way of organizing information that allows individuals to focus on the relationships between ideas.

Reflection Individually or with your Professional Learning Community, discuss the following questions: • What are some ways in which you can immediately start creating collaborative civic spaces in your classroom? • How will this learning impact your instruction? • What supports will you/teachers need in your school(s) to make the implementation of healthy integration successful?

Application How might the strategies in this module be used to support the cultivation and nurturing of collaborative civic spaces? • What Makes You Say That • The 3 Y’s

Reflection Section 7 f: End This is the end of 7 f: “Reflection” within Module 7: Creating Collaborative Civic Spaces. Please complete the KDE survey to provide feedback on the module and to share your needs. Survey link: Collaborative Civic Spaces Professional Learning Survey

Creating Collaborative Civic Spaces