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Differentiating for AIG Learners: Concept-Based Teaching Session #7

AIG Booster Shots. Differentiating for AIG Learners: Concept-Based Teaching Session #7. 3-Minute Reflection. Create 2 lists about seminars: List #1: Planning a seminar List #2: Managing a seminar

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Differentiating for AIG Learners: Concept-Based Teaching Session #7

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  1. AIG Booster Shots Differentiating for AIG Learners: Concept-Based TeachingSession #7

  2. 3-Minute Reflection Create 2 lists about seminars: List #1: Planning a seminar List #2: Managing a seminar Provide 4 to 5 pieces of information on each list that would help other teachers use seminars effectively.

  3. Why should we address “big ideas” with AIG learners? AIG learners can… • Think abstractly and conceptually. • Make insightful connections. • Think at high levels. • Grapple with multiple pieces of information.

  4. 2-Minute Reflection Which of these are true concepts? Beauty Progress Money Democracy Conflict Justice Poetry Time Resources Rainforest Westward Expansion Power

  5. What is a concept? • A broad, fuzzy idea • Spans time • Spans subject areas • Spans grade levels • Relates to other concepts

  6. Concepts allow students to… • Move beyond facts. • Understand deeply. • Make connections. • Organize thinking. • Define and understand the world around them.

  7. Which are true concepts? BeautyProgress Money Democracy ConflictJustice Poetry Time Resources Rainforest Westward Expansion Power

  8. Selecting concepts to study: Which might relate to the solar system? To poetry? Beauty System Communication Order Connection Conflict Progress Exploration Form Culture Adaptation Emotion Structure Needs/Wants Growth

  9. 2-Minute Reflection Select concepts that connect to your content: Beauty System Order Culture Conflict Progress Exploration Form Culture Adaptation Emotion Structure Choice Growth Justice Power Structure Equality Change Pattern Courage Survival Custom Rights

  10. A conceptual look at the American Revolution… Possible concepts: progress, conflict, power, change Open-ended questions: • In what ways did the American Revolution represent or promote progress? • How do we define progress and how do we determine whether or not it is positive? • What does real progress require and is conflict a necessary component of it?

  11. Generalizations that explainchange… • Change is inevitable and constant. • Change can be either positive or negative…or both. • Some changes are predictable while others are not. • People react to change in different ways depending on circumstances and personalities. • Change can bring conflict, and conflict can bring change. • The more things change, the more they stay the same.

  12. Planning a concept-based unit on plants… Concepts: needs, growth, survival, system Generalizations: • All living things have needs. • Needs must be met in order for living things to survive, grow, and be healthy. • Needs can be met in different ways. • Living things are built so that their needs can be met and they can survive.

  13. 4-Minute Reflection Look back at the concepts you chose that connect with your curriculum. Choose 1 concept and create 3-5 generalizations about it. How can you define and explain the concept? How can you connect it to other concepts?

  14. Putting concepts and generalizations to use… • Post for all to see • Refer to throughout unit • Use as writing prompts Which ideas do you now understand better? Disagree with? Why?

  15. Concepts can lead to questions… Concepts: needs, survival Generalization: Living things are built for survival. Questions: • Are all living things designed to survive? • What happens to this design when external forces impact survival? • Should people seek to control nature’s design in order to encourage survival?

  16. 4-Minute Reflection How will using concepts impact your teaching and your students’ learning? How might you use concepts in your teaching? What outcomes do you anticipate? Why?

  17. Upcoming AIG Booster Shot • Concept Development

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