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For the Thinking Classroom

Concept-based Curriculum & Instruction. For the Thinking Classroom. Let’s Think About… Two-dimensional vs. Three-dimensional Curriculum & Instruction The Structure of Knowledge The Power of a Conceptual Lens Unit Webs and Concepts Performances vs. Activities.

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For the Thinking Classroom

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  1. Concept-based Curriculum & Instruction For the Thinking Classroom

  2. Let’s Think About… • Two-dimensional vs. Three-dimensional Curriculum & Instruction • The Structure of Knowledge • The Power of a Conceptual Lens • Unit Webs and Concepts • Performances vs. Activities

  3. Our Changing World Rapid Change Complexity Conflict Cooperation Competition Polarization Opportunity

  4. Critical, Creative, and Conceptual Thinking Living, Learning and Working

  5. Critical, Creative, and Conceptual Thinking Living, Learning and Working

  6. Two Dimensional Curriculum Model- Topic-based Processes & Skills Factual Content Concepts & Principles Processes & Skills Factual Content Three Dimensional Curriculum Model- Concept-based

  7. Types of Knowledge • Factual • Conceptual • Procedural

  8. Think of— KNOW = Factual Knowledge which is locked in time, place or situation UNDERSTAND = Conceptual Understanding which transfers through time, across cultures, and across situations

  9. The Structure of Knowledge KNOWLEDGE KNOWLEDGE

  10. Cultures use available resources to meet their basic needs. The Structure of Knowledge The beliefs, values and heritage of a people help shape their cultural identity. Beliefs/values Identity Culture Needs Resources Mexican-American Culture

  11. Peoplemigrateto meet a variety ofneeds. Migrationmay lead to newopportunitiesor greaterfreedom. The Structure of Knowledge • Migration • Opportunity • Needs • Freedom Westward Movement Early American settlers looked for new opportunities. Early American settlers migrated west.

  12. High School Generalizations:Social Studies (examples) Government: 1. Forces of imperialism, nationalism, militarism, and geo-political alliances, taken to the extreme, can lead to international conflicts. History: 2. Key events in history can signal turning points that drastically alter the social, economic and political directions of a society. Economics: 3. Economic depression in one country can substantially affect the economies of other nations. Culture: 4. New technologies and scientific breakthroughs can improve the quality of life--but may also present ethical dilemmas.

  13. The Structure of Knowledge An organism’s behavior patterns exhibit an evolutionary logic. Environmental factors influence an organism’sbiology and behavior patterns. biology; evolution; mutation; environment; behavior patterns; adaptation; Texas Wildlife Preserves: Organisms and Adaptations

  14. The Structure of Knowledge Velocitycan be mathematically represented by the slope of a line. The slope of a graph at a particular point indicates the instantaneous rate of change. slope derivative line graph Measurement of distance and speed

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

  16. Examples of Subject Area Concepts • Conflict/Cooperation • Patterns • Populations • System • Change/Continuity • Culture • Evolution • Civilization • Migration/Immigration • Interdependence - Social Studies -Literary Concepts • -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 -Science • Order • Organism • Population • System • Change • Evolution • Cycle • Interaction • Energy/Matter • Equilibrium Which are "macro-concepts?" ..."micro-concepts?"

  17. MACRO-CONCEPTS GIVE US BREADTH Micro-concepts give us depth

  18. Level 1 Verbs • affects • impacts • influence • is, are, have The student understands that_________________ __________________________________________

  19. The Structure of Knowledge The student understands that..._____________________________________________________. 3 2 1 Hurricane Katrina

  20. Sample Concepts Science Natural disasters Ecosystems Habitats Bio-hazards Water quality Erosion Plant life Animal life Culture Disaster responses Conflict Interdependence Social systems Endurance Economic impact Social impact Psychological impact Feelings of loss

  21. The Structure of Knowledge The student understands that..._____________________________________________________. 3 2 1 U.S. Trade and Competition

  22. Examples of Subject Area Concepts - Economics • Social Studies • Conflict/Cooperation • Patterns • Populations • System • Change/Continuity • Culture • Evolution • Civilization • Migration/Immigration • Interdependence • Markets • Supply and Demand • Cost • Interdependence • Beliefs/Values • Goods/Services • Conflict • Cooperation • Perceptions • Patterns • Power • Systems

  23. The Structure of Knowledge The student understands that..._____________________________________________________. 3 2 1 Family and Community: ________

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

  25. Scaffolding Thinking

  26. Scaffolding Thinking to Complex Levels Social Studies Level 3 • Traditions help to unify a people. • So what—is the significance or effect…? Level 2 • Celebrations express traditions of a culture. • Why do cultures have celebrations? Level 1 • All cultures have celebrations.

  27. Level 3 Animals that could not meet their needs in an environment would not survive. So what if animals could not meet their needs in an environment? Level 2 Animals meet their unique needs in different environments. Why do animals live in different environments? Level 1 Animals live in different environments. Scaffolding Thinking to Complex Levels Science

  28. Scaffolding Thinking to Complex Levels Level 3 Nations with a strong economic infrastructure wield greater political power in international relations. So what is the effect or significance of a strong economic infrastructure for a society? Level 2 Advances in technology lead to the development of new products and materials which can strengthen the economic infrastructure of a society. How (or Why) do advances in technology impact a society? Level 1 Advances in technology impact a society.

  29. Scaffolding Understandings— Gothic Literature: Edgar Allan Poe Thematic “Big Ideas” (Enduring Understandings) Level 1 Level 2 Level 3 Guiltnarrows and intensifies focus and shapes perception. Perceptioncan cause people to make poor choices and decisions. Guiltaffects perception. How? So what? The Writer’s Craft Level 1 Level 2 Level 3 Consonance, assonance andalliterationcreate a flowto thelanguage throughsound, rhyme, cadence and repetition. The use ofliterary devicescreates moodsandempha- sizeswords, connect- ing them to the ideasthey express. Consonance,assonance andalliterationenhance reading pleasure. by Del Whitmire & Amy Pritzl Green Bay, WI. How? So what?

  30. Scaffolding Thinking Level 1:_________________________________________________ ________________________________________________________ Why or How? Level 2: ________________________________________________ ________________________________________________________ So What—is the significance or effect? Level 3:________________________________________________ ________________________________________________________

  31. The High Road Uses critical content (topics and facts) as a tool to help students understand concepts and generalizations that transfer through time and across cultures.

  32. The Power of a Conceptual Lens

  33. Conceptual Lens? The American Media

  34. Persuasive Force Conceptual lens: The American Media

  35. Conceptual Lens:_________________ Topic:_______________

  36. 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

  37. 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. Cartoons by David Ford davidford@cablespeed.com

  38. The Conceptual Mind engages the Personal Intellect

  39. 2005David Ford Cartoons

  40. 2005David Ford Cartoons

  41. 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…

  42. The Integration of Thinking

  43. A Crisis is Simmering Curriculum Stew

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

  45. 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

  46. INTEGRATED, INTERDISCIPLINARY CURRICULUM… looks at a topically-based theme, problem, or issue through an integrating, “conceptual lens” such as Interdependence or System.

  47. 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

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

  49. Industrialization and Paradox 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: population, 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

  50. 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)

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