2. These circles represent the essence of our sessions called “Implementation Innovation” or “I2”. SI 2014 is all about celebrating the successes initiated by the RttT grant. We know our LEAs have done wonderful things and we want to showcase them. In the same vein, we want to inspire others that they can do wonderful things as well. The different ideas represented by the circle are essential when implementing new initiatives.
Information: the receiving or sharing of new ideas (data, research, instruction, etc.) These are ideas that may change the way you see situations.
Innovation: is the creativity and the courage to bring about change
Implementation: the actual doing…the work behind the new idea
Improvement: to make the current state better (i.e. scores, attitudes, growth, proficiency, etc.)
The circle represents that these ideas act in a cyclical motion where each one has to be tweaked or fine tuned in order for improvement to continue to be made.
Please explain the ideas behind the I2 sessions. The slide can be used where it best fits into your presentation.

3. Concept Based Curriculum and Instruction
What You Need to Know

4. Session Objectives and Learning Targets
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.

5. NCDPI K-12 Social Studies Team
Section Chief
Fay Gore
K-12 Consultants:
Ann Carlock
Justyn Knox
Dr. Steve Masyada
Michelle McLaughlin
Introductions, both us and them. 1. What is your role? 2. Have you attended any of our trainings? 3. What experience do you have with concept based curriculum and instruction, including the development of units?
Program Assistant
Bernadette Cole

6. Ground Rules Any additional suggestions from participants?
A few agreements for our time together:
Place electronic devices on vibrate or off
Participate fully
Limit side-bar conversations
Respectfully disagree
Any additional suggestions from participants?
Questions and Comments:

7. 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?
Fay

8. 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.

9. You must have a plan!
Justyn
Notes:
Ensure cohesion

10. 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)
Justyn
Presenter:
Notes:

11. Let’s Observe Two Classrooms

12. Guiding Questions
What behaviors did you see the teacher exhibiting during this lesson?
What behaviors did you see the students exhibiting during this lesson?
How did the students respond to the teaching and learning experience?
What feedback would you offer to the teacher following an observation?

13. Classroom #1

14. Guiding Questions
What behaviors did you see the teacher exhibiting during this lesson?
What behaviors did you see the students exhibiting during this lesson?
How did the students respond to the teaching and learning experience?
What feedback would you offer the teacher following an observation?
What are the differences between the traditional classroom and this lesson experience?

15. Classroom #2
First 5-7 minutes; Discuss questions after video.

16. 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!

17. Unit Design
This is a possible framework for unit development. But it also shares commonalities with the Understanding By Design and the Rigorous Curriculum Design Model. As long as teachers are teaching to the big ideas and to the standards, the model doesn’t matter.

18. Two or more concepts in a relationship...
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? 70 18

19. 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
Steve

20. Concepts are… Timeless Universal Transferable
Abstract and broad (to various degrees)
Examples share common attributes
Represented by 1-2 words
Steve
Presenter:
Notes:
Some examples of concepts should be discussed here.

21. Generalizations or Principles may also be called…
Essential Understandings
Enduring Understandings
“Big Ideas”
Presenter:
Notes:

22. 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.
SS, Science, Art generalizations. Point out that ultimately, you need the entire structure to build a stable house, but the over everything are those principles and generalizations.

23. Common Errors
Use of past tense verbs or proper nouns which makes them facts instead of generalizations or principles
Use of proper nouns or pronouns
Only one concept represented
Use of value statements
Lack of clarity (poor word choice or sentence construction)
Use of level 1 verbs: impact, affect, influence, is, are, have (need to scaffold)
Presenter:
Justyn
Notes:

24. 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? 25

25. Two or more concepts in a relationship...
Resources
War SS
War may decrease the availability of resources. 31 70

26. Two or more concepts in a relationship...
Organisms
niches
habitat
Science
Organisms may occupy specific niches in a habitat. 32 70

27. Two or more concepts in a relationship...
Social injustice
revolt
submit
People
ELA generalization (from theme) but could also serve as SS!
People faced with social injustice may choose to submit or revolt. 33 70

28. 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?

29. 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)
This is taken from Chapters 8 and 9 of ‘Transitioning to Concept Based Curriculum and Instruction’.
1. What obstacles or impediments to change exist within your school or district, and how can they be removed or at least lessened? 2. No one, whether teacher, building admin, or district leader, can do this process alone. Building a strong site based and district based leadership and learning team is important. In the work that REGION TWO has engaged in, it has sought to ensure that there is both consistency and buy in among those that attend all the trainings and work on transitioning to CBCI. 3. Teachers and leaders both need to buy in to the work of developing units centered around CBCI. ‘Effective communication is key; teachers initially need concrete examples and lots of conversation. The fear and anxiety of failure runs high when we are expected to change long-standing practices, so LARGE DOSES OF REASSURANCE, SUPPORT, MODELING, AND COACHING are IMPERATIVE. It helps to allow teachers to learn and practice the various components of concept based lessons OVER TIME.” (p. 111). DISCUSS REGION TWO APPROACH HERE. 4. You cannot implement everything at once, and you cannot expect teachers to grasp it immediately. As stated, it takes time and practice and SUPPORT. You cannot expect teachers to develop and implement a whole collection of concept based units immediately. Why not start with ONE unit and go from there? DISCUSS REGION TWO. 5. CBCI relies on more than knowledge and skills. Assessments, data collection, should be centered around measuring student UNDERSTANDING of BIG IDEAS. ‘External, summative assessments that do not assess understanding may not be sensitive to the early progress students are making in a concept-based classroom.’ (p. 115). Ultimately, remember that ‘classrooms, schools, and the district need to work as an interdependent system.’ (p. 118) ‘District curricula can be the cornerstone that defines the work, values, and behaviors within the system. Implementing the curriculum and looking closely for evidence of student learning is the work of teachers. Regularly monitoring and supporting teachers’ implementation of the curriculum and following students’ progress is the work of school leaders. Central office leaders must be consistently aware of what is happening in the schools.’(p )

30. 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 would you add or change about the observation protocol we began to develop?
What other questions, comments, or concerns do you have?

31. Resources Social Studies CBCI Wiki: http://cbci.ncdpi.wikispaces.net/
Social Studies CBCI-Related Webinars:
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)