Professional development

Reflecting on the IDM Institute 2016: Three days in a C3 collaborative

One hundred seventy-five eager educators just converged in Lexington, Kentucky for the 2016 IDM Institute. Beyond the obvious, the collective group received an in depth look at the structure and design strategies for how and why the IDM and C3 Framework was created. To help kids question! There were several great one-line gems given throughout the week, but S.G. Grant delivered […]

Contextualizing the C3 Framework: Using IDM Modules to Support Global Education

Globalization has changed the purposes and processes of education. The prolific historian, Dr. Peter Stearns notes, “A more global framework creates new perspectives, and some fresh challenges, making American history a livelier experience and, of course, linking it to other history courses in a less fragmented way. Ultimately, I would suggest, a global approach to […]

The C3 Framework + IDM + 3 Hours Workshop = Teacher Leaders Driving Instructional Change

As a High School Social Studies Curriculum and Instruction Specialist, I am aware that each year I am in this position, it is another year I am not in the classroom. However, a major advantage of this position is the opportunity to develop teacher leaders through curriculum, instruction, and assessment opportunities supported within and beyond […]

Taking In4med Action: 45 Options for Dimension 4     

  In the Summer of 2015 I facilitated a two week workshop with 8 high school social studies teachers on performance based assessments (PBA). This curriculum project provided the opportunity, and context, to formally introduce the C3 Framework and IDM to Fairfax County Public Schools. The team was comprised of 8 teachers who represented the […]

Summering With the C3 Framework: Tell Me More, Tell Me More…

During the past few annual meetings of the NCSS, the momentum behind the C3 framework has been building. From Seattle to Boston, the trajectory of implementation has been marked by excitement, professional collaboration, and a desire to explicitly articulate how the C3 framework will improve social studies education. Now planning and discussion are becoming practice. […]

The Relevance of Social Studies: Taking Informed Action

I re-read my previous blog post discussing the fourth dimension of the C3 Framework, which discussed the idea of students “Taking Informed Action.” If you go back, you’ll see I was very excited about the idea, but also a little overwhelmed.

C3(PO) meet IBO MYP

Each summer, Fairfax County Public Schools curriculum and instruction specialists develop projects in their content area (Math, Science, Social Studies etc.) and grade levels (Elementary, Middle, High Schools).  We hire teams of teachers to work on these projects, typically lasting between 1-3 weeks.  Ultimately, the end products are part of our back-to-school Social Studies mini-conference […]

What gridlock? C3 is on the floor in DC

By Scott Abbott August 2, 2014 High school teachers in DC Public Schools have spent four weeks this summer learning about the C3 Framework, inquiry-based instruction, and curriculum design as part of the BLISS program (Building Literacy in Social Studies). Teachers are writing 20 instructional modules which combine elements of the LDC template with the […]

Supporting teachers to use the C3

 I am sure I am not alone trying to keep up with the multiple demands as an educator. I recently stepped out of the elementary classroom after 12 years and this is my second year as a Curriculum Coordinator/ELL Coordinator. Although I have MANY duties, my central focus is to support students by supporting their […]

View from the pre-service trench: Implementing the Framework as a Sisyphean task

Like many pre-service educators, I often get asked why I want to be a social studies teacher. For me, the answer is simple: I want to teach because I want to make a difference, but more importantly, I want teach because I want my students to make a difference. Given this driving passion, I am […]