Social Studies PLT

Solution Design Storyboard

EDUC 546
Ashley, Malia, Rachelle

Introduce the problem
How might we use
formative inquiry in the
study of Social Studies,
using Canada as a case
study, to discover student’s
needs and engage them to
build knowledge and skills?
● We formed a Social Studies PLT after
“how might we” problem of practice
questions revealed similar themes in
issues considering engagement
and integration of planning
routines necessary to support
assessment and scaffolding.
● Our the initial group question
considered “How might we use
formative inquiry in Social Studies
to discover student’s needs and
engage them to build knowledge
and skills?”
PLT Discovery
How you discovered it
“What takeaways do we
want to leave our learners
with?”
Understanding of multiple
perspectives (majority and
minority) that feed into the
complexity of Canadian
Nationalism and
governmental systems
● hybrided the “how might we” during
Why is it important
We needed an engaging way
to entice our students to
study Nationalism and
Canadian politics so they can
understand how it lives in
the world around them so
they can respond as
informed students and
citizens
Inquiry-based discovery with David
Scott, establishing a learning
intention for students to consider
Canada’s national identity and how
that affects governance systems
and people (nationalism,
multiculturalism, immigration,
regionalism). From there we
consider a inquiry-based “hook” for
students by promoting them to
investigate a professional Social
Studies mindset, and we
brainstormed through Historian,
Journalist and Political Scientist
occupations.
Some things you learned about it
How professionals are using
this and how it affects
people in society
Real-world discipline skills
and contributions
Polls- how do they work?
Trends? Predictions?
● We opted for the task of survey
polling as Political Scientist as it
allowed us to support summative
learning tasks for students which
require them to explain, support,
interpret and defend
communication considering
historic and modern national unity,
sovereignty, minority rights,
multiculturalism, immigration and
two-tired governmental systems
(regionalism).

How you are going to approach
the problem
Have students adopt a
professional mindset they can
use to consider issues and
engage with their community
to inform their responses
PLT Defining Intentions
HMW question to guide
student prototyping
How might we act as political
scientists using opinion polling
to explore historical and
contemporary issues.
How did you get to it
We planned backwards from
unit exams and written
response tasks which require
students to interpret, explain,
support and defend a POV on
national identity and Canadian
governance / policy
(nationalism, multiculturalism,
immigration and regionalism)
HMW question aligns with
school, district or Ministry policy
School - teacher feedback and
metacognition (group work and
reflection) ; Look to engage
students in something greater
than themselves
District - personalized learning
aligned with professional
investigation (Social Science)
Ministry - Engaged Thinker
(inquiry and reflection) and
Entrepreneurial Spirit (goals and
discipline)

Inquiry
Polling Project Inquiry
Question:
Does Canada have a core
national identity?
POLITICAL SCIENCE INQUIRY
where students create the poll to
administer in their local
community
PLT Developing Unit Sub-Tasks
Discipline Source Analysis
Prototype Question & Design
Prototype Questions and
define what a good polling
question looks like?
Design Board
Which source from Angus Reid
Institute can we inform ourselves
with?
Which expert can we consult
with?
What makes a good question?
(good vs bad questions, exploring
bias, leading questions)
Establish Classroom Design Board
Draft those questions and create
a trial poll
Which peers can give us
feedback?
Testing Prototype
(1) Initial poll from peers
(2) Exit slip from peers (which
questions were easily
understood? What questions
need revision or exclusion?
(3) Group reflection (which
questions serve our purpose?
(4) What do we want to
modify?
Design board in the classroom
with initial questions notes
revisions
Revise and Administer Prototype
Modify questions and create
the re-designed poll
prototype
Revise the poll so it can be
conducted in the community
(either on google forms or
printed)
Conduct the poll
self-reflect on polling and process
Organize the results in google
sheet (excel) data charts can be
created.
Results and Solution
Group to trend results and
create summary of findings
for community
Individuals support and
defend a response to the
inquiry question
Organize the results in google
sheet (excel) data charts can be
created.
Trend: (interpret) group reflects
on results and adds to design
board
Respond: (explain) Group creates
a summary communication of
results for the community google
slides (powerpoint)
Individual Reflection: using the
poll support, and defend a
position on Canadian national
identity
 Design-Thinking Infographic: Student Polling Inquiry Task
Step 1 Step 2 Step 3 Step 4 Step 5
Intention Inquiry Question Discipline Investigate How it Practice Questioning
Professional Mindset Lives in The World
What is our purpose Good /bad/bias/
for assessment Does Canada have a HMW act as Political Angus Reid (poll) leading questions
(written response) and core national identity? Scientists? Topic / Questions /
knowledge building Results Whole and small group
(national identity) u-shaped discussions

Step 6 Step 7 Step 9

Step 8 Step 10
Create a Draft Test With Peers & Organize & Trend
Receive Feedback
Revise & Administer Respond
Poll Results
- Poll another class
- Peer feedback - Organize - Excel Group Response
Group create and vote Chart, Bar Charts prepare and present results
- Group Reflection Make changes to the
on questions (Did it serve our - Group: identify to the community
question Individual Response reflect
Create scales for purpose? Do we trends and discuss
Finalize forms and defend position on
results tabulation need to modify?)
Administer poll Canadian national identity
Digital Design Storyboard
Social Studies PLT
Rachelle, Malia, Ashley