Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Concept Based Chapter 1 & 2
Transcript of Concept Based Chapter 1 & 2
Overriding Message throughout this book:
The need to design curriculum and instruction that will guide thinking and learning from the factual level to the conceptual level of understanding - the level where knowledge transfers and thinking become integrated.
A National Model for Concept Based Curricula
Students must know factually, understand conceptually, and be able to do in each subject area.
Students will UNDERSTAND, KNOW and DO. (Erickson, 2007)
Making Change the Systems Way
Senge and Systems Thinking
Professional Learning Communities
Touch Screen Control Unit
Debbie Mallon - AM Session
Raquel Madrigal - PM Session
Welcome to the
UHS Feeder School's
THE STATE OF EDUCATIONAL CHANGE
Innovations and Restructuring
Professional Learning Communities
Ernesto Sandoval AM Session
Marissa Garza - PM Session
The Worst of Times
Narrowing the curriculum to "test-items teaching
"Frill" programs such as art, music, and physical education
Less teacher-designed instruction and a heavy, increased reliance on textbook
Secondary school cut backs
Student and teacher drop-out
Chapter 1 -Making Change in a Changing World
Objective for today - Oct. 8th:
Discuss & summarize H. Lynn Erickson's Book:
"Stirring the Head, Heart & Soul"
Chapter 1 - Making Change in a
Chapter 2 - Concept-Based Curriculum
The Best of Times
Alternate approaches to school structures
Articulating in Curriculum with what students should know and be able to do in an increasingly complex world
Helping students develop greater self-efficacy and self-esteem
Encouraging teachers to design learning experiences for students
Critically examining education at all levels in light of changing paradigms for teaching and learning.
Business and the World of Work
SHARING THE JOB OF QUALITY EDUCATION
Parents and Partners
Community and Business Partners
The Government as a Partner
Concept-based curriculum provides a more efficient model for handling the massive amounts of information available today, focuses teaching and learning to more sophisticated levels, and provides hope for raising standards in education.
CRITICISMS OF TRADITIONAL CURRICULUM
Topic Focused and Facts/Skills Based
Studying topics and facts as information to be memorized fails to engage the deeper intellect of students.
Examples of Topic Based Curricula
Science – DNA, Polar Bears, The Human Body, Volcanoes
Social Studies – Slavery, The Cold War, Native Americans
Deeper transferable understanding is missed thus, lacking relevancy.
Because most teachers were educated using the traditional model, they find it very difficult to transition into a conceptual model.
CONCEPT BASED CURRICULUM
Allows students to
the facts and to connect factual knowledge to ideas of conceptual significance thus, finding
relevance and personal meaning
Allows to be
rather than Mind passive.
focus and depth
to study and leads students to the transferable, conceptual understanding.
WHAT IS A CONCEPT?
A mental construct that is timeless, universal and abstract
Higher level of abstraction than fact in the structure of knowledge
WHERE DO CONCEPTS FALL IN THE STRUCTURE OF KNOWLEDGE?
Concepts serve as a bridge between topics and generalizations.
WHAT ARE SOME EXAMPLES OF THE SUBJECT AREA ORGANIZING CONCEPTS?
CONCEPTS DEFINITION TEST
+Does it meet the following criteria:
+Broad and abstract
+Represented by one or two words
+Universal in application
+Timeless (carries through the ages)
+Represented by different examples that share common attributes
WHY SHOULD WE TEACH USING A CONCEPTUAL STRUCTURE FOR THE CONTENT OF DIFFERENT SUBJECT AREAS?:
Important because Conceptual understanding requires content knowledge
Concepts focus and streamlines the breadth of content.
Forces students to think about topics and facts in terms of their transferable significance.
Allows kinder teachers through post secondary professors to become a team as they systematically build conceptual understanding and develop student intellect.
Provides an instructional model that is idea centered, rigorous, and engaging for both students and teachers.
Ensures that teachers are clear on concepts and generalizations that student must understand at each level of schooling.
WHAT ARE GENERALIZATIONS?
summaries of thought. It answers the "so what" question of study.
deeper understandings that transfer through time and across cultures.
two or more concepts stated in a relationship.
broad and abstract, universal in application, generally timeless, represented by different examples that support the generalization
contain past, past perfect, present perfect tense verbs,
contain proper or personal nouns.
UHS Feeder School's Classroom
Stirring the Head, Heart and Soul
Preface, Chapters 1 & 2
Despite the lack of coordinated problem solving and systems thinking in school districts, learning organizations are overcoming obstacles and achieving their goals toward a shared vision. Although it is difficult to effect a coordinated and coherent vision because of change, it is important to start the discussion of change where it benefits the children most- curriculum and instruction.
At UISD, a CONCEPT BASED CURRICULUM is the new shared vision.
"Japanese trade affects the American Economy." Factual
"Trade affects an economy." Generalization
"New Orleans is warmer in the winter than in Milwaukee." Factual
"Climate varies from place to place." Generalization
Qualifiers such as "often," "can," and "may" can be used when the generalization does not hold true across cases.
CONCEPT BASED HISTORICAL PERSPECTIVE
Hilda Taba - visionary educator developed the first conceptual organizers for content.
A persons understanding of a concept grows as he or she experiences increasing complex, conceptual examples.
Specific content should be sampled rather than covered.
GENERALIZATIONS = RELEVANCY