Stirring the Head, Heart

and
Soul
Redefining Curriculum and
Instruction 2nd Ed.
Author: H. Lynn Erickson

Summarized by Nuki Prihatini

Traditional classroom relies

too much on content,
textbooks, memorization of
facts & practice of skills (p.19
Erickson).

Redefining Curriculum
Traditional Curriculum
Model

21st centurys Model

The Audio
Stirring the Head, Heart, and So
ul_ Redefining Curriculum and In
struction-2ndEd..mp4
What idea can you get after you
listen to the audio?
What do you think of quality
teaching is about building
youngs life?

The video

What is Concept Based Learning_(1)

.mp4

Making Change
Knowledge-Based
Insignificant facts
Textbook is course
syllabus
Separation of
disciplines

Concept-Based
Significant key
principles
Textbook is
resource and
reference
Integration of
disciplines

Making Change
Knowledge-Based
Focus on KNOWING
Recall of information
Information in isolation
Expected to remember
knowledge, facts, skills
Focus on covering
many topics
Passive reception of
info
Memorization of facts

Concept-Based
Focus on DOING
Active application of
knowledge
Generalization from facts
Expected to remember
big picture ideas
Fewer, more significant
topics
Active involvement
Teach to transfer
knowledge across time
and discipline

The Tripartite Model

TEST

TE
A
H C

WRITTEN CURRICULUM
CONCE
PTS

CONCEPTUAL
UNDERSTAN
DING

CONTENT
S

CRITIC
AL
CONTE
NT

PROCESS

SOCIAL
LANGUAGE &
EMOTIONA
COGNITIVE PHYSICAL
PROCESS

DEVELOPMENT

Topic: a set of facts related to

specific people,
places, situations, or things.

Concept: an idea that provides

structure for
learning with examples that
share
common attributes.
It is:
timeless
universal/transferable
abstract
broad

Why Should Curriculum Documents Provide a

Conceptual Structure for
the Content of Different Subject Areas? (p.37 Chp.2)
A conceptual structure for curriculum is important because
conceptual understanding requires content knowledge, but
the reverse is not necessarily true.
A conceptual structure is efficient for handling the growing
body of information.
A conceptual structure forces students to think about topics
and facts in
terms of their transferable significance.
A conceptual structure allows kindergarten teachers through
postsecondary
professors to become a team as they systematically build
conceptual understanding and develop student intellect.
A conceptual structure provides an instructional model that
is idea centered, rigorous, and engaging for both students and
teachers.
A conceptual structure ensures that teachers are clear on

Main Points: Conceptbased

Concept-based curriculum design allows the
teacher to control rather than controlled by the
subject matter and provides the flexibility to allow
students search for and construct knowledge.
Curriculum mapping is a necessary strategy for
determining what teachers are currently teaching.
Designing concept-based units is the first step
as teachers learn what concept-based curriculum
is and how it changes classroom pedagogy.

Main Points: Assessment

Authentic, real-world tasks
Performances of understanding which
assess students ability to use factual
content to support conceptual
understanding
Tasks which require application of
knowledge, facts, and skills in new,
unfamiliar situations
Paper and pencil tests

As an exit ticket,
Please write your understanding
and/or definition to the following question.

WHAT DOES CONCEPTUAL LEARNING

LOOK LIKE?

Terima
kasih