Concept Based Curriculum and Instruction

Concept Based Curriculum and Instruction

What You Need to Know

Session Objectives and Learning Targets

Objective Understand how concept-

based curriculum and instruction can be used to improve student learning across content areas.

Discuss how to implement and provide feedback relating to concept based curriculum and instruction.

Learning Targets Demonstrate an understanding

of concept based curriculum and instruction.

share all information and resources from this session with the leaders and teachers within LEAs and schools.

NCDPI K-12 Social Studies TeamSection ChiefFay [email protected]

K-12 Consultants:Ann [email protected]

Justyn [email protected]

Dr. Steve [email protected]

Michelle [email protected]

Program AssistantBernadette [email protected]

A few agreements for our time together:

Place electronic devices on vibrate or off

Participate fully

Limit side-bar conversations

Respectfully disagree

Ground Rules

Any additional suggestions from participants?Questions and Comments: https://todaysmeet.com/SI14CBCI

Questions to Drive the Brain!

• What is concept based curriculum and instruction?

• What is the difference between teaching concepts and teaching conceptually?

• What should you see and hear in a concept based classroom?

• What is the most important type of knowledge within concept based curriculum and instruction?

• What kind of assessments should we see in a concept-based classroom?

What Is Concept-based Curriculum And Instruction?

The Concept-Based Curriculum & Instructional Framework is …•A three-dimensional design model that allows teachers to identify what is important for students to know, understand, and be able to do in an organized, planned unit of instruction that promotes student engagement and thinking.

•During the instruction, teachers use concepts as a tool to help students see patterns and connections between facts and related ideas in order to reach a deeper understanding of the content.

You must have a plan!

Trying to teach in the 21st century without conceptual schema for

knowledge is like trying to build a house without a blueprint.(Erickson, 2002, p. 8)

Let’s Observe Two Classrooms

Guiding Questions

1.What behaviors did you see the teacher exhibiting during this lesson?

2.What behaviors did you see the students exhibiting during this lesson?

3.How did the students respond to the teaching and learning experience?

4.What feedback would you offer to the teacher following an observation?

Classroom #1

Guiding Questions

1.What behaviors did you see the teacher exhibiting during this lesson?

2.What behaviors did you see the students exhibiting during this lesson?

3.How did the students respond to the teaching and learning experience?

4.What feedback would you offer the teacher following an observation?

5.What are the differences between the traditional classroom and this lesson experience?

Classroom #2

What Did You See?

• Based on the videos, what should you see in a concept based classroom?

• Think of how these might be turned into an observation protocol!

Unit Design

What is a principle/generalization in concept-based curriculum and instruction?

Two or more concepts in a relationship...

Concept Concept

CONCEPTUAL IDEAS THAT TRANSFER DEVELOP “DEEP UNDERSTANDING’’

What do I understand as a result of my study that I can transfer?

What is the difference between a concept and a topic?

“[A concept is] a mental construct that frames a set of

examples sharing common attributes.” - H. Lynn Erickson

Concepts are…

Timeless Universal Transferable Abstract and broad (to

various degrees) Examples share common

attributes Represented by 1-2

words

Generalizations or Principles may also be called… Essential Understandings Enduring Understandings “Big Ideas”

Students will understand that:

War may alter the physical and human geography of a place.

The population of a species will grow to fill any available habitat to which it can adapt.

Repetition of lines can imply texture or pattern.

Common Errors1. Use of past tense verbs or proper nouns which makes

them facts instead of generalizations or principles2. Use of proper nouns or pronouns3. Only one concept represented4. Use of value statements5. Lack of clarity (poor word choice or sentence

construction)6. Use of level 1 verbs: impact, affect, influence, is, are,

have (need to scaffold)

Evaluating Generalizations and Principles

Do the ideas should grow in sophistication?

Do the ideas become clearer from level to level because they are more specific (use more specific micro concepts)?

Did the writers answer their question at each level?

Did the writer avoid using impacts, influences, affects?

Are the verbs active and present tense?

Are the ideas based in fact? (Use “often,” “can,” and “may” if not true all the time, but still important)? Are the ideas developmentally appropriate?

Two or more concepts in a relationship...

War Resources

War may decrease the availability of resources.

Two or more concepts in a relationship...

Organisms niches

Organisms may occupy specific niches in a habitat.

habitat

Two or more concepts in a relationship...

People faced with social injustice may choose to submit or revolt.

Social injustice revoltsubmit

People

So…

• How does a typical generalization or principle differ from factual knowledge and skills?

• Do you still NEED factual knowledge and skills to get to the Big Ideas?

What Do You Need to Do

• Impediments to change?• Site based learning

teams• SHARED VISION AND

COMMON FOCUS• Staff development and

support• Performance Tasks and

other assessments

District curriculum provides:– Clear expectations– Common focus for

professional conversations

– A criteria for selecting resources

– A basis for decision making

– Ongoing engagement with community members (p. 119)

Let’s Wrap It Up…

Respond in Today’s Meet (https://todaysmeet.com/SI14CBCI):• Based on our conversation today, is concept-based

curriculum and instruction ‘doable’ in your district or school?• Do you already do this in your district or school?• What strategies do you/can you use to implement concept

based curriculum and instruction in your district or school? • What would you add or change about the observation

protocol we began to develop?• What other questions, comments, or concerns do you

have?

Resources

• Social Studies CBCI Wiki: http://cbci.ncdpi.wikispaces.net/

• Social Studies CBCI-Related Webinars: http://ssnces.ncdpi.wikispaces.net/SS+Webinar+Series

• Concept Based Curriculum and Instruction for the Thinking Classroom (H. Lynn Erikson)

• Transitioning to Concept-Based Curriculum and Instruction (H. Lynn Erikson, Lois A. Lanning)