CONCEPT-BASED CURRICULUM AND INSTRUCTION FOR THE THINKING CLASSROOM 2013 H. Lynn Erickson We will identify the components of a concept based curriculum. I will work with my team to explain why a concept based curriculum is important and apply these skills in my lesson planning process. LET’S LOOK AT BES DATA Data Gathered from the Walkthrough process last year at BES indicated that we need PD in: • Questioning • Wait Time • Higher Level Thinking https://www.youtube.com/watch?v=g8fKU9LZ2kw WHAT IS CONCEPTBASED CURRICULUM? Concept –based curriculum is a three-dimensional curriculum design model that frames the factual and skill content of subject areas with disciplinary concepts and generalizations. Concept-based curriculum is contrasted with the traditional two dimensional model of topic and skill-based curriculum design. Two-dimensional models focus on facts and skills. Three-dimensional models focus on concepts, facts and skills to gain deeper conceptual understanding of disciplinary content. TOPIC BASED AND CONCEPT BASED KEY POINTS TW0-DIMENSIONAL VS. THREE-DIMENSIONAL Coverage-centered “inch deep, mile wide” Intellectually shallow lacks a conceptual focus to create a factual/conceptual brain synergy. Factual knowledge does not transfer facts do not transfer; locked in time place or situation. Fails to meet the intellectual demands of the 21st century. Idea-centered facts provide a foundation to understand conceptual, transferable ideas. Intellectual depth a “conceptual lens”, or focus, requires mental processing on the factual and conceptual levels—producing intellectual depth in thinking and understanding. Concepts & Generalizations Transfer allows the brain to make connections and see patterns. Develops the intellect to handle a world of increasing complexity and accelerating change. GIVE ONE TO GET ONE ACTIVITY Walk around the room and give/get ideas from fellow teachers about how their classroom is set up for two dimensional and three dimensional thinking. Give One to Get One works well when students are using their interactive notebooks or class notes. Each student is asked to find a partner with whom he/she will compare notes. The students take a moment to identify the information they have in common. Each student identifies something he did not record but his partner did. This new information is then recorded in each student’s notebook. In effect, each student gives one and gets one. Pairs can report to the whole class sharing what they learned. TYPES OF KNOWLEDGE • FACTUAL • CONCEPTUAL • PROCEDURAL THINK ABOUT THIS…. Know=Factual knowledge which is locked in time, place or situation. Understanding=Conceptual Understanding which transfers through time, across cultures, and across situations. NOTICE/WONDER CHART Create a thinking map at your table where you will write down ideas that you are noticing and wondering about. I Notice…I Wonder I Notice…I Wonder is a technique where students will create a thinking map where on one side they list things or characteristics they have noticed about the content, including connections they make. On the other side of the map students list questions they have about the content. Concept Based Curriculum and Instruction I Notice I Wonder KEY POINTS Structure of Knowledge and Process • Knowledge has an inherent structure of topics, facts and processes/strategies/skills framed by concepts, which combine to form generalizations and principles. • Traditional, two-dimensional curriculum/instruction models focus more on the topic, fact, and skill levels and assume an understanding of related concepts and principles. • Concept-based, three-dimensional curriculum/instruction models raise the intellectual bar by teaching to ideas (generalizations/principles) and using the topics, facts and skills as support for the deeper understanding. KEY POINTS CONTINUED STRUCTURE OF KNOWLEDGE AND PROCESS • Topics and facts do not transfer. They are locked in time, place or situation. Skills transfer across applications but need to be related to generalizations to apply with deep understanding. • Concepts and Generalizations transfer through time, across cultures and across situations. • The concepts, generalizations, and principles add the third intellectual dimension to curriculum and instruction. Curriculum and instruction models must address the factual/skill and conceptual levels if students are to think at higher levels, achieve deeper understanding, and gain the ability to transfer knowledge. STRUCTURE OF PROCESS THE STRUCTURE OF KNOWLEDGE Cultures use available resources to meet their basic needs. The beliefs, values and heritage of a people help shape their cultural identity. Beliefs/values Needs Identify Culture Resources Mexican-American Culture THE STRUCTURE OF KNOWLEDGE People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom. Migration Opportunity Needs Freedom Westward Movement Early American settlers migrated west. Early Americans settlers looked for new opportunities. LET’S CONNECT OUR LEARNING Let’s look within our Instructional Focus Document and find: • Facts-highlight in yellow • Topics-highlight in blue • Concepts-highlight in yellow • Generalizations-highlight in green WHAT DO YOU KNOW ABOUT THE STRUCTURE OF KNOWLEDGE MODEL AND HOW DOES IT CONNECT WITH OUR IFD DOCUMENT? Write down some ideas with a shoulder partner and we Will use the Whip Around Teaching Strategy to Check for Understanding. Whip Around Whip Around is often used as a closure activity. Students are asked to make a list of three items related to the lesson, unit or study. Students individually respond on a piece of paper. After they have listed at least three items, they stand up. The teacher randomly calls on a student to share an item. Students check off any items shared by another student and sit down when all of their ideas have been shared with the group, whether or not they were the one to share the idea THE WHY…. When we teach to the levels of concepts and generalizations we are teaching for deep understanding and the transfer of knowledge. UNIVERSAL GENERALIZATIONS • • • • Broad and Abstract Universal in Application Generally Timeless Represented by different examples that support the generalization CIRCLE, TRIANGLE, SQUARE •(Circle) Something that is still going around in your head •(Triangle) Something pointed that stood out in your mind •(Square) Something that “Squared” or agreed with your thinking.