Lynn Erickson Slides

1. Lynn Erickson Slides • These slides may be used on a limited basis to share information in your school or school district with appropriate credits to • H. Lynn Erickson.

2. The Integration of Thinking The Key to Deep Understanding & the Transfer of Knowledge

3. Let’s think about… * Is “integration” about what we do with subjects or is it really a cognitive process? * How is knowledge structured? How does that structure reflect the different levels of thinking? * What is a “conceptual lens” and why is it essential to the integration of thinking? * How can we adapt our instructional units to support the integration of student thinking at a higher level. * What does integrated thinking and teaching “look like?”

4. Economic depression in one country can • significantly impact other nations. • In times of crisis, individual leaders can • exert power and shape the course of • events. The Structure of Knowledge Scarcity Supply & Demand Economic Depression Leadership The Great Depression At which levels does knowledge transfer?

5. Concept A concept is an organizing idea; a mental construct... • Timeless • Universal • Abstract • Represented by 1 or 2 words • Examples share common attributes

6. -Science Order Organism Population System Change Evolution Cycle Interaction Energy/Matter Equilibrium Examples of Subject Area Concepts • Conflict/Cooperation • Patterns • Populations • System • Change/Continuity • Culture • Evolution • Civilization • Migration/Immigration • Interdependence - Social Studies -Literary Themes • -Writers’ Craft • Organization • Word Choice • Context • Conventions • Fluency • Voice • Presentation • Symbolism • Allegory • Metaphor • Protagonist • Antagonist • Prejudice • Perspective • Conflict • Cooperation • Power • Relationships • Envy • Emotions • Oppression • Influence

7. Mathematics • Number • Ratio • Proportion • Symmetry • Probability • Pattern • Order • Quantification • System • Visual Art • Rhythm • Line • Color • Value • Shape • Texture • Form • Space • Angle • Music • Rhythm • Melody • Harmony • Tone • Pitch • Form • Tempo • Timbre • Pattern Examples of Subject Area Concepts

8. GENERALIZATIONS ARE SUMMARIES OF THOUGHT “WHAT DO I UNDERSTAND AS A RESULT OF MY STUDY THAT I CAN TRANSFER?”

9. GENERALIZATION=Enduring Understanding Concept Concept Two or more concepts in a relationship... • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING’

10. The Structure of Knowledge The student understands that..._____________________________________________________. 3 2 1

11. The Integration of Thinking &The Power of aConceptual Lens

12. Conceptual Lens? The American Media

13. Persuasive Force Conceptual lens: The American Media

14. Conceptual Lens? Significant Individuals in History

15. Leadership Conceptual lens: Significant Individuals in History The conceptual lens “integrates thinking” at a level beyond the facts.

16. Conceptual Lens:_________________ Topic:_______________

17. Sample Conceptual Lenses Conflict Complexity Beliefs/Values Paradox Interdependence Interactions Freedom Transformations Identity Patterns Relationships Origins Change Revolution Perspective Reform Power Influence System Balance Structure/Function Innovation  Design Genius  Aesthetic Heroes  Force Creativity

18. To develop the intellect and increase motivation for learning, curriculum and instruction must create a “synergy” between the lower (factual) and higher (conceptual) levels of thinking.

19. The Conceptual Mind engages the Personal Intellect

20. creates connections to prior experience and finds relevance; • synergistically works with factual level knowledge to develop the intellect; • creates deeper understanding at the factual and conceptual levels; • recognizes the transferablity of knowledge. • creates the motivation for learning It is the conceptual mind that…

21. The Integration of Thinking:Adapting Instructional Units

22. Coordinated, Multidisciplinary Topic Organizer: A Little Art A Little Math Use of Language Processes The Human Body A Little Science The “Potpourri Unit” of facts & activities A Little Literature

23. Integration refers to the cognitive process of seeing patterns and connections at the conceptual levelof thinking.

24. This cognitive processing requires an integrating, “conceptual lens” such as Interdependence or Systemto set up the intellectual synergy between the factual and conceptual levels of the mind.

25. Literature System Conceptual Lens: The Human Body (Science concepts) The Scarlet Ibis (J. Hurst) (limits of the human body) To the Top: Annapurna (Blum) (endurance, respiratory system) Health Integrated, Interdisciplinary Wellness Nutrition Eating Disorders Weight Management Substance Abuse Diseases Physical Education The Human Body Body Control Movement Coordination Musculatory System Fitness Endurance Science Math Calculations: heart rate, body mass, Statistics Measurements: height, weight Ratios Charts; graphs Art Circulatory System Respiratory System Digestive System, etc. Function & structure Interdependence Draw a body: symmetry, line, shape Human forms - art realism, abstract, cubist

26. ... is to facilitate integrated, higher level thinking. The goal of integration... The conceptual lens pulls thinking to the integration level.

27. Interdependence (lens) History • Early explorers • Immigrants • Statehistorical events • Significant individuals and ideas that shaped the development of the state and regions • Interactions that shaped the development Grade 4 Culture • Indigenous peoples - ways of living - use of resources - then and now • Explorers and settlers - the impact of merging cultures - daily lives • State symbols, monuments, statues… Getting to Know Our State and Region Economics • Land use in state and region - industrial, recreational, commercial, residential • Economic activities: - location of businesses related to factors of production, consumption and distribution - Impact of technology on the economy (state and region) • Opportunity cost - The value of the best alternative passed by (not selected) • Cost/benefit • Economic incentives • Barter as trade • Specialization • Price changes: supply and demand • Human resource - labor • Inflation; deflation Geography • Place and location of state within the U.S. relative to other state; other regions; in the world • Geographic features: - landforms, bodies of water, soils, vegetation, climate • Geographic tools to consider spatial concepts: location, distance, direction, scale, movement... • Human/Environmental interactions - Plant and Animal Life Government • Stategovernment - Structure, function, responsibilities • Power and Authority • Limited and unlimited governments • Taxation: individuals, business • RulesandLaws • Citizenship - Personal and civic • Relationship of state to federal government • Thecommon good (Concepts italicized)

28. Grade 4 Interdependence: Getting to Know Our State and Region • Culture: • Indigenous peoples depend on the environment for resources to meet basic • needs. • 2. Explorers extend the boundaries of human experience in search of wealth, power, and new opportunities. • 3. Settlers to a region adapt their lifestyle to fit the environment. • 4. States and regions develop an identity based on their history, geography, economics and culture. Idea-Centered Economics: 1. The geography and economy of a region suggest the kinds of industry. 2. The geography and economy of a region suggest the methods of production and product or service distribution. 3. Current communication and transportation technologies allow goods to be produced in distant locations at a lower cost, and shipped to market. 4. Technology can replace many human labor tasks in industry.

29. Industrialization and Paradox Grade8 History • Native Americans - attitudes and policies toward Native Americans by government officials, the U.S. Army, missionaries, and settlers - Dawes Severalty Act of 1877 Economics • Industrialization, the advent of the modern corporation, and material well-being - ideas of business leaders to limit competition and maximize profits • Farming, mining, and ranching - commercial farming in the Northeast, South, Great Plains, and West . Differences in terms of crop production, farm labor, financing, and transportation Culture • Growth of cities - response of urban leaders, such as architects and philanthropists to the challenges of rapid urbanization • Immigration after 1870 - changing patterns: volume, ethnicity, religion, language, place of origin, and motives - response of Catholic and Jewish immigrants to religious discrimination • New cultural movements The Development of the Industrial United States 1870-1900 Geography • Industrialization and the environment - impact of rapid industrialization, extractive mining techniques, and the “gridiron” pattern of urban growth on the environment Government • Growth of cities and changes in urban life - increasing power of urban political machines and how they were viewed by immigrants and middle class reformers

30. The Development of the Industrial.:1870-1900 Middle School • Economics/Culture: • Industrialization and large increases in immigrant populations create rapid urbanization. • Economics/Culture: • 2. Labor unions organize workers to protest working conditions, or wages which are perceived as unfair. • Economics: • 3. Industrialization leads to the development of corporations, managed by business leaders who seek to limit competition and maximize profits. • Culture: • 4. Large immigrant populations from diverse cultures can change the social, political, and economic dynamics of a nation. Idea-Centered

31. TEACHERS ARE ARCHITECTS FOR LEARNING

32. Integrated, Intradisciplinary Bond Energy • potential energy • bond strength • exothermic and endothermic bonds Electronegativity • periodic table trend • ionic/covalent continuum System/Interaction (Conceptual Lens) Bond Types • covalent, ionic, metallic • polar covalent • orbital hybridization • sigma and pi bonds Modern Materials • liquid crystals • polymers • ceramics Unit Theme Chemical Bonding Compounds & Properties • amorphous solid • crystalline solid - moelcular, ionic, atomic • liquids - molecules with strong intermolecular forces • gases - molecules with weak intermolecular forces Molecular Shape • VSEPR Theory • Valence-bond theory • polarity Intermolecular Forces • London dispersion • dipole-dipole • hydrogen bonding Atomic Structures • valence electrons • formation of ions • electronegativity Figure 5.11. Chemistry Unit Source: Jean Lummis, Washington Township High School Washington Township School District, Sewell, New Jersey; used with permission (Concepts italicized)

33. Lens? Lens? Book 2 Literary Themes Writer’s Craft Book 1 (Concepts) (Concepts) Historical Fiction To Kill a Mockingbird Book 3 (Concepts) Loss of Innocence Loss of Innocence In an Imperfect World

34. GENERALIZATIONS ARE SUMMARIES OF THOUGHT “WHAT DO I UNDERSTAND AS A RESULT OF MY STUDY THAT I CAN TRANSFER?”

35. GENERALIZATION=Enduring Understanding Concept Concept Two or more concepts in a relationship... • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING’

36. Sample GeneralizationsSocial Studies • Culture exhibits both change and continuity through time. • Social, economic and political systems structure a society. • Changes in laws and rules reflect changes in power relationships.

37. Sample GeneralizationsSocial Studies Culture exhibits both change and continuity through time. Social, economic and political systems structure a society. Changes in laws and rules reflect changes in power relationships.

38. Sample GeneralizationsSocial Studies • Culture exhibits both change and continuity through time. • Social, economic and political systems structure a society. • Changes in lawsand rules reflect changes in power relationships.

39. Sample GeneralizationsSocial Studies • Culture exhibits both change and continuity through time. • Social, economic and political systems structure a society. • Changes in lawsandrules reflect changes in power relationships.

40. Sample GeneralizationsScience Properties distinguish living and non-living things. Genetic and environmental influences lead to diversity of populations. Cells store energy in a variety of forms. Environmental factors influence an organism’s biology and behavior patterns.

41. Sample GeneralizationsScience • Properties distinguish living and non-living things. • Genetic and environmental influences lead to diversity of populations. • Cells store energy in a variety of forms. • Environmental factors influence an organism’s biology and behavior patterns.

42. Sample GeneralizationsScience • Properties distinguish living and non-living things. • Genetic and environmental influences lead to diversity of populations. • Cells store energy in a variety of forms. • Environmental factors influence an organism’s biology and behavior patterns.

43. Sample GeneralizationsScience • Properties distinguish living and non-living things. • Genetic and environmental influences lead to diversity of populations. • Cells store energy in a variety of forms. • Environmental factors influence an organism’s biology and behavior patterns.

44. Sample GeneralizationsScience • Properties distinguish living and non-living things. • Genetic and environmental influences lead to diversity of populations. • Cells store energy in a variety of forms. • Environmental factors influence an organism’s biology and behavior patterns.

45. Sample GeneralizationsArt • Line defines shape and adds meaning. • Texture conveys nuance. • Positive and negative space create balance. • Color creates mood.

46. Sample GeneralizationsArt • Line defines shape and adds meaning. • Texture conveys nuance. • Positive and negative space create balance. • Color creates mood.

47. Sample Mathematics Generalizations Numbers and Operations Grade level 9. Absolute value represents magnitude without regard to direction. 10. Exponents and logarithms are inverse operations. Matrices can represent multi-dimensional information to aid in the solution of a problem. Algebra Grade level • K. Patterns can be extended. • 1. Number can show order. • Variables represent a unique value in equations. • The solutions to a one-step linear equation with a single • variable represents the value that makes • the equation true.

48. GENERALIZATIONS PROPER OR PERSONAL NOUNS PAST PAST PERFECT PRESENT PERFECT TENSE VERBS

49. When we teach to the levels of concepts and generalizations we are teaching for deep understanding and the transfer of knowledge.

50. Literature System Conceptual Lens: The Human Body (Science concepts) The Scarlet Ibis (J. Hurst) (limits of the human body) To the Top: Annapurna (Blum) (endurance, respiratory system) Health Integrated, Interdisciplinary Wellness Nutrition Eating Disorders Weight Management Substance Abuse Diseases Physical Education The Human Body Body Control Movement Coordination Musculatory System Fitness Endurance Science Math Calculations: heart rate, body mass, Statistics Measurements: height, weight Ratios Charts; graphs Art Circulatory System Respiratory System Digestive System, etc. Function & structure Interdependence Draw a body: symmetry, line, shape Human forms - art realism, abstract, cubist