Conceptbased Concept based

Curr|cu|umandInstruct|on
fortheI8C|assroom
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Two DimensionalCurriculumDesign
rocesses&Sk|||s
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C
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rocesses&Sk|||s
versus
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versus
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Genera||zat|ons
Three DimensionalCurriculumDesign
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1wod|mens|ona| versus 1hreed|mens|ona| 1wo d|mens|ona| versus 1hree d|mens|ona|
Coveragecentered Ideacentered
inch deep, mile wide facts provide a foundation to inchdeep,milewide factsprovideafoundationto
understandconceptual,transferableideas.
Inte||ectua||ysha||ow Inte||ectua|depth
lacksaconceptualfocus aconceptuallens,orfocus,requires
tocreateafactual/ mentalprocessingonthefactualand
conceptualbrainsynergy conceptuallevelsproducingintellectual
depthinthinkingandunderstanding.
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1wod|mens|ona| versus 1hreed|mens|ona|
Ia||stoa||owfortransferConceptsandgenera||zat|onstransfer
facts do not transfer allows the brain to make connections factsdonottransfer allowsthebraintomakeconnections
lockedintime,place, andseepatterns.
orsituation.
Ia||stomeetthe|nte||ectua| Deve|opsthe|nte||ecttohand|eawor|d
demandsofthe21
st
century of|ncreas|ngcomp|ex|tyand acce|erat|ng
change.
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The Structure of Knowledge
People tend to settle in
geographical areas that can geog p c e s t t c
support their basic needs.
Migration may lead to new
opportunities or greater freedom.
Migration Opportunity
Colonial America
Migration Opportunity
Needs Freedom
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HighSchoolGeneralizations:
SocialStudies(examples)
New techno|og|es and sc|ent|f|c Newtechno|og|esandsc|ent|f|c
breakthroughscan|mprovethe
qua||tyof||febutmaya|sopresent
h| | d|| eth|ca|d||emmas.
CUL1UkL- Lxamp|e4
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TheStructureofKnowledge
Ve|oc|ty canbemathematically
representedbythes|ope ofa||ne.
3
Thes|ope ofagraph ataparticular
po|nt indicatesthe|nstantaneous
rate of change
3
-s|ope-der|vat|ve-||ne-graph
rateofchange
2
Measurementof
d|stanceandspeed
1
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The Structure of Knowledge
The student understands that...people
develop economic systems to exchange
Centra|Idea
p y g
goods and services for payment.
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People must make choices because they
SupportingIdeas
People must make choices because they
cannot afford everything they want.
Costs rise when desired goods are scarce.
D ll d S
Money
Goods/
Services
Economic
System
Choices
22
11
g
Cost
Dollars and Sense
11
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Concept or Topic? ConceptorTopic?
1ransportat|on
Aconceptisanorganizingidea;
amentalconstruct...
Inte|||gence
1|me|ess| Un|versa| |Abstract(tod|fferentdegrees)
kepresentedby1or2words| Lxamp|essharecommonattr|butes
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ExamplesofSubjectAreaConcepts
Sc|ence Soc|a|Stud|es
Concepts
|n1ext
Wr|ter'sCraft keader'sCraft
Crder Conf||ct]Cooperat|on re[ud|ce Crgan|zat|on Inference
Crgan|sm
opu|at|on
System
Change
Cpportun|ty]Cost
opu|at|ons
System
erspect|ve
Conf||ct
Cooperat|on
WordCho|ce
Context
Convent|ons
I|uency
ContextC|ues
Mean|ng
araphrase
Summary Change
Lvo|ut|on
Cyc|e
Interact|on
Change]Cont|nu|ty
Cu|ture
Scarc|ty
ower
ke|at|onsh|ps
Lnvy
I|uency
Vo|ce
resentat|on
Symbo||sm
Summary
1extStructure
kead|ngkate
D|rect|ona||ty
Lnergy]Matter
Lqu|||br|um
nab|tats
C|v|||zat|on
M|grat|on]Imm|grat|on
Interdependence
Lmot|ons
Cppress|on
Inf|uence
A||egory
Metaphor
rotagon|st
Antagon|st
Se|f-
regu|at|on
Imagery
Genre Antagon|st Genre
8ackground
know|edge
Whicharemacroconcepts?Whicharemicroconcepts?
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GENERALIZATION=
Enduring,EssentialUnderstanding
CentralandSupporting Ideas
T t i l ti hi Twoormoreconceptsinarelationship...
Concept
Concept
CONCEPTUAL IDEAS THAT TRANSFER
DEVELOP DEEP UNDERSTANDING
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ScaffoldingThinkingtoComplexLevels
Lconom|cs Lconom|cs
Leve|3
N t| |th t | | f t t Nat|onsw|thastrongeconom|c|nfrastructure
w|e|dgreaterpo||t|ca|power|n|nternat|ona|re|at|ons.
Leve|2
Sowhat |stheeffectors|gn|f|canceofastrongeconom|c
|nfrastructureforasoc|ety?
Advances|ntechno|ogy|eadtothedeve|opmentof
newproductsandmater|a|swh|chcanstrengthen
the econom|c |nfrastructure of a soc|ety
now (orwhy)doadvances|ntechno|ogy|mpactasoc|ety?
theeconom|c|nfrastructureofasoc|ety.
Leve|1
Advances|ntechno|ogy|mpactasoc|ety.
H Lynn Erickson
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Scaffo|d|ng1h|nk|ngtoComp|exLeve|s
Soc|a|Stud|es
L | 3 Leve|3
Leve|2
Sowhat|sthes|gn|f|canceoreffect?
Leve|1noworWhy?
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1odeve|opthe|nte||ectand|ncreasemot|vat|onfor|earn|ng,
curr|cu|umand|nstruct|onmustcreatea"synergy"betweenthe
|ower(factua|)andh|gher(conceptua|)|eve|softh|nk|ng.
CartoonsbyDavidFord
davidford@cablespeed.com
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