LI-TD Kindergarten Magnet Presentation

Report
Concept-Based Instruction in the
Kindergarten Classroom
An Interdisciplinary Unit on
Relationships
Introductions
• Christina Forney
LI/TD Magnet Coordinator at Mallard Creek
• Sarah Jones
LI/TD Magnet Coordinator at Barringer
• Kelly Kollar
TD Catalyst Teacher at Polo Ridge
• Erin Muffler
Kindergarten LI Teacher at Barringer
• Lauren Teddy
K-2 Multi-Age LI Teacher at Tuckaseegee
Today’s Objectives
1. Define concept-based instruction.
2. Examine the research behind conceptbased instruction.
3. Discuss why a concept-based unit on
relationships is important.
4. Explore the unit.
5. Collaborate with colleagues about
implementation.
What is Concept-Based Learning?
• It approaches content area standards from the
perspective of an over-arching concept.
Understand
Know
Be Able to
Erickson, H.L. (2008)
• Concept and Generalizations- Transferable
understandings
• Example: Relationships are everywhere.
• Factual and Critical Knowledge- Non-Transferable
• Example: Understand addition as putting together
and adding to.
• Skills and Processes- Transfer within and sometimes
across disciplines.
• Example-Decompose a numbers less than or equal
to 10 in more than one way.
A Closer Look at Concepts
Backwards Planning
Concepts/
Knowledge
Generalizati
ons
Skills
Patterns can Seasons
be found in
follow a
nature.
pattern and
change over
time.
Record
observations
in a
notebook.
Compare
and contrast
pictures.
Erickson (2008) and Tomlinson (2003)
Concepts vs. Topics
Concept
Topics
Change
Weather
Patterns
Animals
Relationships
Characters
Systems
Government
Power
Grammar
Structure
Geometry
What Does the Research
Say about ConceptBased Learning?
Concept-Based vs.
Topic-Based
“Concept-based curricula are more
effective than topic-based curricula, for the
world of today and tomorrow, because
they take teaching and learning to a higher
level as students analyze, synthesize and
generalize from facts to deeper
understanding.”
Erickson (2008)
The Standards and the Concepts
Taba identified patterns of discussion in
concept-based learning lessons and found
an effective discussion is one in which the
teacher remains at the lower levels (facts
and topics) long enough for students to
acquire enough information before moving
them up to the higher levels (concepts).
Maker and Sciever (2005)
Turn and Talk
1. What is concept-based learning?
2. How could it help your students become
better thinkers?
A Relationship Unit
Why is it important and how will it help me
and my LI Kindergarten students this
year?
What Makes us LI Anyway?
• A variety of skills and abilities
– This unit is designed to challenge your bright
and potentially gifted students at the highest
level, while still meeting the standards for all
students.
• Accelerated, Enriched Curriculum
– This unit provides depth and complexity to the
common core and state standards. It gives
students the conceptual framework to build
knowledge.
Preparing for Second Grade
Testing- Analogies and
Relationships
• Certifying LI students strengthens the magnet.
• LI/TD Magnets tend to have diverse socioeconomic populations and under-represented
racial populations.
• Exposing students to conceptual learning will
provide them will experiences that can build
background for the CogAT.
• CogAT Quantitative Practice
• CogAT Verbal Practice
Relationship Unit Planning
• UNDERSTAND-Generalizations- The Big Ideas
–
–
–
–
–
–
–
Relationships are everywhere.
Relationships can be helpful or harmful.
Relationships can be positive or negative.
Relationships can be natural or imposed.
Relationships can be correlations (cause and effect).
Relationships can cause interdependence.
Relationships can cause the exchange of ideas and
values.
– Relationships are purposeful.
Universal Concepts from www.lowellinstitute.com
Relationship Unit Planning
• How can we study the content-based standards
through the concept of Relationships?
• KNOW- The Standards
– Science
• Understand how objects are described based on their
physical properties and how they are used.
– Social Studies
• Explain how families have needs and wants. Explain how
jobs help people meet their needs and wants.
– Literacy
• With guidance and support from adults, explore word
relationships and nuances in word meanings.
– Math
• Understand addition.
Practice with Relationships
Forced Analogies
• How are a hippo and a pencil related?
• Benefits- Critical and creative thinking,
problem-solving, trains students to look for
relationships
Practice with Relationships
Visual Thinking Strategy
Marcy Deutsch from The Art of Autism
Quick Write!
 3. How could learning Kindergarten
standards through the concept of
relationships, and in particular analogies,
help your students?
Answer Garden
http://answergarden.ch/64153
Let’s take a closer look at the
unit…
Really…. Another thing to do!!??
• The lessons should be very easy
to implement. All ideas are there
and clearly laid out, including
prompts, things to consider, and
pictures. All worksheets are
attached as well.
• With a large range of students in
the LI program, there is also tips
for differentiating lessons!
• Lessons correspond to the
kindergarten common core state
standards.
• Lessons tie into curriculum, but
can also “stand alone” if the
subject is not yet touched upon.
Introduction of Unit
• Unit is split up into 20 different
lessons, approximately 45 minutes in length.
• Lessons are set up by:
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Concept
Generalization
Essential question
Common core state standards
Lesson Overview
Small group/Large group with suggested
Tips for differentiation
Resources
What are the lessons exactly?
• Split into 5 different groups- Introduction
lessons/conclusion lessons, math
lessons, literacy lessons, science
lessons, and social studies lessons.
• Please consider:
– What relationships are being taught in the
lesson?
– How will these lessons impact the students in
your classroom?
Let’s Share!
4. Explore the unit. Padlet
http://padlet.com/wall/nk2s33hfdy
Some resources to help you
during and after the unit!
Concept Map- Connecting the
Content to the Concept
Relationships
Involve
People
Can be found
Things
In my life
Friends, family,
pets, stores,
playground
Addition
problemsnumbers and
signs
Are used for
Understanding
ideas better
In School
Math, science,
literacy, social
studies
Relationship
between matter
and what we
use it for
Friends,
teachers,
classmates
Relationship
between money
and needs and
wants
Relationships
between words
Making life more
enjoyable
Concept Development
• Introductory Lessons for William and Mary
• Basic Structure
– List
– Group
– Label
– Subsume- combine like groups
– Re-group
– Re-label
– Generalize
Building on Relationships
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Building Thinking Skills
Analogies for Beginners
Math Analogies K-2
PETS
Collaboration
 5.How can you implement this in your
classroom?
Support for Implementation
• Plan to implement second quarter.
• Provide feedback to us.
• Share and support each other through Edmodo.
– Login or sign up at www.edmodo.com
– Enter group code
• Email Erin Muffler with questions/concerns or
post in Edmodo.
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Our Contacts
[email protected]
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Please enjoy this unit and have a
great school year!

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