Concept Based Curriculum and Instruction What You Need to Know.

Slides:



Advertisements
Similar presentations
Common Core State Standards for Mathematics: Rigor Grade 2 Overview.
Advertisements

Leon County Schools Performance Feedback Process August 2006 For more information
LESSON-DESIGN ELEMENTS THAT REFLECT THE COLLEGE-AND CAREER- READY STANDARDS FOR MATHEMATICS AND THE STANDARDS FOR MATHEMATICAL PRACTICE. CCRS IMPLEMENTATION.
Analyzing Student Work
K-12 Social Studies Unit Development Training
California Standards for the Teaching Profession
Hillsmeade Primary School Term Teacher Professional Leave These PD and focus group sessions are designed to assist all staff to gain an understanding.
Big ideas and Essential Questions Related to Special Education March 14, 2008.
Co-Teaching as Best Practice in Student Teaching Conclusion 1.
Curriculum & Instruction Webinar October 18, 2013.
Collaborative planning Session 1. MYP UNITS OF WORK SUBJECT-BASED OR INTERDISCIPLINARY IN NATURE.
A School Approach to Designing for Learning Learning Intentions : To know that purposefully designing for learning that is contextually appropriate, strengthens.
Principles of High Quality Assessment
Concept-Based Curriculum and Instruction
K-12 Social Studies Training on Concept-Based Lesson Planning
+ Hybrid Roles in Your School If not now, then when?
Sharon Walpole University of Delaware Michael C. McKenna University of Virginia Literacy Coaches in Action: Strategies for Crafting Building- Level Support.
Meeting SB 290 District Evaluation Requirements
1. 2 Why is the Core important? To set high expectations –for all students –for educators To attend to the learning needs of students To break through.
Depth and Complexity Icons
Measured Progress ©2011 ASDN Webinar Series Spring 2013 Session Four March 27, 2013 New Alaska State Standards for Math: Connecting Content with Classroom.
2013 Summer Institutes | Change Teacher Practice  Change Student Outcomes Remodeling Session K-12 Social Studies: Generalizations, Learning Activities,
Window to the World Creating Global Citizens through the North Carolina Essential Standards.
What does this mean?. Teaching Beyond the Facts Trying to teach in the 21 st century without conceptual schema for knowledge is like trying to build a.
Full Implementation of the Common Core. Last Meeting Performance Tasks Smarter Balanced Assessment Consortium Upcoming Accountability Measure Strong teaching.
Provoking Action to Make Gains Student achievment Equity Public confidence.
1. Principles Equity Curriculum Teaching 3 Assessment Technology Principles The principles describe particular features of high-quality mathematics programs.
Connecting the Dots PLC AfL DI Higher Order Thinking TLCP Multi- Literacies Arts Technology Inquiry BIP SEF SIP.
PVNC MATH 3 PROJECT DIGGING DEEPER WITH DIFFERENTIATION Session 2.
Office of School Improvement Differentiated Webinar Series A Framework for Formative Assessment November 15, 2011 Dr. Dorothea Shannon Dr. Greg Wheeler.
1. Housekeeping Items June 8 th and 9 th put on calendar for 2 nd round of Iowa Core ***Shenandoah participants*** Module 6 training on March 24 th will.
Designing Local Curriculum Module 5. Objective To assist district leadership facilitate the development of local curricula.
Tier I: Implementing Learning Walks & Instructional Rounds OrRTI Conference Tara M. Black, M.Ed. May 9,
Professional Development PLC Lead Training Cultural Shifts: Rethinking what we do and why we do it Together, we can make a difference.
es.net/ IHE Summer Institutes |Change Teacher Practice  Change Student Outcomes Remodeling Session K-12 Social Studies:
Unpacking the High School Social Studies Essential Standards Halifax County Schools October 9, 2013 Please log onto the internet using: Then navigate to.
MAKING THE SHIFT: FROM CLASSROOM TO ONLINE COURSE DESIGN
I DENTIFYING THE LEARNING REQUIREMENTS Support units: Assessment in geography Illustration 1: Curriculum-based program planning and assessment.
Instructional Strategies Teacher Knowledge, Understanding, and Abilities The online teacher knows and understands the techniques and applications of online.
Concept Based Learning December 11, 2013 Social Studies ERPD.
K-12 Social Studies Training on Concept-Based Lesson Planning
Blueprint for GOVERNMENT SCHOOLS. The Minister’s reform agenda is based on the following belief: “All students are entitled to an excellent education.
Using UDL to Set Clear Goals and Support Every Student’s Learning.
What do you need for your learning? Think about a time outside of education where you learned to do something successfully….
NCEES & Social Studies Through the Lens of Standards 3 and 4.
Professional Development to Practice The contents of this presentation were developed under a grant from the US Department of Education to the Missouri.
The Power of Teacher Teams Presenter – Diane Still Kentucky Dept. of Education.
“We will lead the nation in improving student achievement.” CLASS Keys TM Module 6: Informal Observations Spring 2010 Teacher and Leader Quality Education.
Transformative Classroom Management Webinar #9 of 12 Instruction – Assessment – Management Connection Virginia Department of Education Office of School.
SAS What is a coach to do? Classrooms for the Future/21st Century Teaching and Learning with Technology, Pennsylvania Department of Education.
Teacher Refresher Course Professional Learning Program Program 1 Learning Leaders: Jill Flack Maureen O’Rourke.
Growing Teachers to Grow Students: Part I October 9, 2015.
GOING DEEPER INTO STEP 1: UNWRAPPING STANDARDS Welcome!
Aligning Teacher Effectiveness to the Common Core Standards March 7, 2013 Sandra Alberti Student Achievement Partners.
Instructional Leadership Supporting Common Assessments.
Professional Learning Communities Creating powerful and effective learning for teachers and students.
Issues in Teaching EDU Session 1 The Conceptual Understanding of What You are Teaching.
K-12 Social Studies Training on Concept-Based Lesson Planning Day Two Region 6: NERESA Training Plymouth, North Carolina September 17-18, 2013 Please log.
2013 Summer Institutes | Change Teacher Practice  Change Student Outcomes Remodeling Session K-12 Social Studies: Generalizations, Learning Activities,
Making the Conceptual Shift Happen In Social Studies
Essential Questions Why Essential Questions?
Building a Framework to Support the Culture Required for Student Centered Learning Jeff McCoy | Executive Director of Academic Innovation & Technology.
The Year of Core Instruction
These circles represent the essence of our sessions called “Implementation Innovation” or “I2”. SI 2014 is all about celebrating the successes initiated.
K-12 Social Studies Training on Concept-Based Lesson Planning
K-12 Social Studies Governors Teacher Network
K-12 Social Studies Training on Concept-Based Lesson Planning
Instructional Rounds Peninsula School District
SUPPORTING THE Progress Report in MATH
Presentation transcript:

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 Team Section Chief Fay Gore K-12 Consultants: Ann Carlock Justyn Knox Dr. Steve Masyada Michelle McLaughlin Program Assistant Bernadette Cole

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:

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 21 st 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.Can you connect anything you learned about the shifts to what you observed in the clip?

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.Can you connect anything you learned about the shifts to what you observed in the clip? 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  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.

Helpful Guidelines Full sentence statements, describing what, specifically, students should understand about the critical concepts in the lesson Guidelines: 1.No proper or personal nouns or pronouns 2.Use a present tense verb 3.Show a relationship between at least two concepts 4.Transferable idea that is supported by the factual content 5.Sometimes needs the use of a qualifier (often, can, may) 6.Avoid lower level verbs if possible: impact, affect, influence, is, are, have 7.Think about the connections between and among concepts in the various strands from your web.

Common Errors 1.Use of past tense verbs or proper nouns which makes them facts instead of generalizations or principles 2.Use of proper nouns or pronouns 3.Only one concept represented 4.Use of value statements 5.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?

What is a Level 1 Generalization?  Use the following verbs:  influence, impact, affect, is, are  Lack clarity and specificity These are the principles and generalizations we should scaffold to Level 2.

Scaffolding Thinking The ideas in your principle or generalization…  Should grow in sophistication.  Should become clearer from level to level because of increased specificity use of more specific concepts.  The verbs should be active and present tense.  Should be based in fact. (Use “often,” “can,” and “may” if not true all the time, but still important)  Should be important and developmentally appropriate.

Scaffolding Thinking The verbs in your generalization or principle…  Should be active and present tense.  Should be clear and specific.  Impacts, Influences, Affects, Is, & Are…(are always Level 1 verbs only)  Level I verbs should be replaced to provide you with a generalization that presents a clearer and more specific idea.

Scaffolding From Level I to Level II Generalizations To scaffold a Level 1 generalization to Level 2 ask “how?” or “why?”  Level 1 Government policies are influenced by societal norms. Now ask the question: (How? or Why?) How are governmental policies influenced by societal norms?  Level 2 Governmental policies differ based on time, place, values, and beliefs.

Scaffolding From Level I to Level II Generalizations To scaffold a Level 2 generalization to Level 3 ask “so what?”  Level 2  Governmental policies differ based on time, place, values, and beliefs. Now ask the question: “So what?” What is the significance or effect that these factors have on governmental policies?  Level 3  The more a country’s people participate in the political process, the more the Governmental Policies should benefit the General Welfare over the welfare of Interest Groups.

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 revolt submit 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 ( 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 other questions, comments, or concerns do you have?

Resources Social Studies CBCI Wiki: Social Studies CBCI-Related Webinars: ar+Series ar+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)