Concept-based Curriculum & Instruction - TarbiyahProject

d e s a b t n o p i e t c c n u o r t C s n I & m u l u c i r r u C For the Thinking Classroom

Summer Institute on Academic Diversity University of Virginia Curry School of Education July 12, 2007

Lynn Erickson, Ed.D. P.O. Box 12674 Mill Creek, WA 98082 [email protected]

Concept-based Curriculum & Instruction te No

Let’s think about… * How can we move from a two- dimensional, to a more effective threedimensional model for curriculum and instruction? * How is knowledge structured? How can we use this structure to focus teaching and learning, and significantly improve the academic performance of all students? * What is “concept- based curriculum” and how is it different from the traditional “topic- based curriculum?” 1

Social Change Forces impacting education

• • • • • • •

Expanding role of technology Changing job demands Increasing global interdependence of people Changing social norms and value structures Worldwide competition and markets Rapid growth of knowledge Ecological concerns 2

Living, Learning and Working Critical, Creative, and Conceptual Thinking

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H. Lynn Erickson, c. 2007

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Concept-based Curriculum & Instruction te No Traditional Curriculum... is Topic Based AMERICAN HISTORY: American Revolution, Westward Movement, the Constitution, our Government, the Civil War, the 60’s, Franklin D. Roosevelt, Colorado leaders, Native Americans… SCIENCE: Plants, snakes, fish, the human body, genes, volcanoes, the Earth, space travel, machines, water, mountains, streams… ENGLISH: Phrases and clauses, the essay, Poe’s short stories, The Cay, biographies… ART: water colors, pastels, drawing, crafts, art appreciation…

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Two Dimensional Curriculum ModelTopic-based Processes & Skills Factual Content Concepts & Principles ctu Fa en nt Co al t

& es e ss c o Pr

il Sk

ls

Three Dimensional Curriculum ModelConcept-based

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Key Points Two- dimensional

vs. Three- dimensional

Coverage-centered “inch deep, mile wide”

Idea-centered -facts provide a foundation to understand conceptual, transferable ideas.

Intellectually shallow - lacks a conceptual focus to create a factual/ conceptual brain synergy

Intellectual depth -a “conceptual lens,” or focus, requires mental processing on the factual and conceptual levels-producing intellectual depth in thinking and understanding.

Inability to transfer factual knowledge - facts do not transfer; locked in time, place, or situation.

Concepts and Generalizations Transfer -allows the brain to make connections and see patterns.

Fails to meet the intellectual demands of the 21st century

Develops the intellect to handle a world of increasing complexity and 6 accelerating change.


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Types of Knowledge Factual Conceptual Procedural

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Think of— KNOW = Factual Knowledge which is locked in time, place or situation UNDERSTAND = Conceptual Understanding which transfers through time, across cultures, and across situations

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The Structure of Knowledge

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Concept-based Curriculum & Instruction te No The Structure of Knowledge People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom. • Migration • Needs

• Opportunity • Freedom

Westward Movement Early American settlers migrated west.

Early American settlers looked for new opportunities. 10

High School Generalizations: Social Studies (examples)

Government: 1. Forces of imperialism, nationalism, militarism, and geo-political alliances, taken to the extreme, can lead to international conflicts. History: 2. Key events in history can signal turning points that drastically alter the social, economic and political directions of a society. Economics: 3. Economic depression in one country can substantially affect the economies of other nations. Culture: 4. New technologies and scientific breakthroughs can improve the quality of life--but may also present ethical dilemmas. 11

The Structure of Knowledge Velocity can be mathematically represented by the slope of a line. The slope of a graph at a particular point indicates the instantaneous rate of change. slope derivative line graph Measurement of distance and speed F A C T S

F A C T S

F A C T S

F A C T S

F A C T S

F A C T S

F A C T S

F A C T S 12


s:

Concept-based Curriculum & Instruction te No Concept A concept is an organizing idea; a mental construct... • Timeless • Universal • Abstract (to different degrees) • Represented by 1 or 2 words • Examples share common attributes

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Examples of Subject Area Concepts -Science

- Social Studies

Order Organism Population System Change Evolution Cycle Interaction Energy/Matter Equilibrium

-Thematic Concepts -Writers’ Craft

Conflict/Cooperation Patterns Populations System Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence

Prejudice Perspective Conflict Cooperation Power Relationships Envy Emotions Oppression Influence

Organization

Word Choice Context Conventions Fluency Voice Presentation Symbolism Allegory Metaphor Protagonist Antagonist

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The Structure of Knowledge

The student understands that..._________________________________

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____________________.

F A C T S

F A C T S

F A C T S

F A C T S

F A C T S

F A C T S

F A C T S

2 1

F A C T S 15


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Concept-based Curriculum & Instruction te No POSSIBLE TOPICS * Hurricane Katrina * The Iraq War * Global Warming * Native Americans * Our Community * Linear Functions

The Integration of Thinking

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Curriculum Stew

A Crisis is Simmering 18


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Integration refers to the cognitive process of seeing patterns and connections at the conceptual level of thinking. 19

Coordinated, Multidisciplinary Topic Organizer: A Little Art A Little Math Use of Language Processes

The Human Body

The “Potpourri Unit” of facts & activities

A Little Science

A Little Literature 20

INTEGRATED, INTERDISCIPLINARY CURRICULUM…

looks at a topically-based theme, problem, or issue through an integrating, “conceptual lens” such as Interdependence or System.

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s:

Concept-based Curriculum & Instruction te No Integrated, Interdisciplinary Literature Conceptual Lens:

System

Health Wellness Nutrition Eating Disorders Weight Management Substance Abuse Diseases

Science Circulatory System Respiratory System Digestive System, etc. Function & structure Interdependence

The Human Body (Science concepts) The Scarlet Ibis (J. Hurst) (limits of the human body) To the Top: Annapurna (Blum) (endurance, respiratory system)

The Human Body

Math Graphs and Charts (weak treatment in math)

Physical Education Body Control Movement Coordination Musculatory System Fitness Endurance

Art Draw a body: symmetry, line, shape Human forms - art realism, abstract, 22 cubist

Integrated, InterdisciplinaryLiterature

Conceptual Lens: System Health Wellness Nutrition Eating Disorders Weight Management Substance Abuse Diseases


The Human Body



Math Calculations: heart rate, body mass, Statistics Measurements: height, weight Ratios Charts; graphs

Art Draw a body: symmetry, line, shape Human forms - art realism, abstract, cubist 23

The goal of integration... ... is to facilitate integrated, higher level thinking.

The conceptual lens pulls thinking to the integration level.

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Concept-based Curriculum & Instruction te No Critical Content/Concept Web Grade Level:First

Unit Overview

Interdependence Culture • Education • Entertainment and influence on family • Holiday traditions • Families working together • Values and beliefs

(Conceptual Lens)

History • Families past and present - ancestors; How did families work together? • Changing roles over time: mother, father, children

Unit Theme

My Family

Economics • Budget/allowances • Jobs • Needs versus wants - shelter, clothing, food - goods families consume (consumption) • Money • Goods and services

Geography Government • Types of governments • Regulations - influence on family life/structure • Rights/responsibilities • Family rules

Figure 5.9. My Family Unit Web Source: Social Studies Committee, Meridian Joint School District No. 2, Meridian, Idaho; used with permission

• Where families live - migration - influence of jobs on living location - living locations of extended family - effect of distance on family relationships: transportation; communication

Some families are large; some are small. But your family is very important to you. Your family takes care of you and helps you meet your needs and wants. Have you ever wondered... • Why families live in different cities? • Why some of your relatives live in different locations? • Why you have to follow rules? • Why people use money? • Why family members have to work together? • What childhood was like for your parents and grandparents? Let’s find out!

* (concepts underlined)

Industrialization and Paradox

History • Native Americans Economics The Development - attitudes and policies Culture • Industrialization, the of the Industrial • Growth of cities toward Native advent of the modern United States - response of urban Americans corporation, and 1870-1900 leaders, such as by government material well-being architects and officials, the U.S. - ideas of business leaders philanthropists Army, missionaries, to limit competition and to the challenges and settlers maximize profits of rapid - Dawes Severalty Act • Farming, mining, and Geography urbanization of 1877 ranching • Industrialization and • Immigration after 1870 - commercial farming in the environment - changing patterns: the Northeast, South, - impact of rapid population, ethnicity, Great Plains, and West industrialization, Government religion, language, . Differences in terms of extractive mining • Growth of cities and place of origin, and crop production, farm techniques, and the changes in urban life motives labor, financing, and “gridiron” pattern of- increasing power of - response of Catholic urban political transportation urban growth on the machines and how and Jewish immigrants environment to religious they were viewed by discrimination immigrants and • New cultural movements middle class reformers 26

Integrated, Intradisciplinary Bond Energy • potential energy • bond strength • exothermic and endothermic bonds

System/Interaction

Modern Materials • liquid crystals • polymers • ceramics Compounds & Properties • amorphous solid • crystalline solid - moelcular, ionic, atomic • liquids - molecules with strong intermolecular forces • gases - molecules with weak intermolecular forces

(Conceptual Lens)

Unit Theme

Chemical Bonding

Electronegativity • periodic table trend • ionic/covalent continuum Bond Types • covalent, ionic, metallic • polar covalent • orbital hybridization • sigma and pi bonds

Molecular Shape Intermolecular Forces • VSEPR Theory • London dispersion • Valence-bond theory • dipole-dipole • polarity • hydrogen bonding

Figure 5.11. Chemistry Unit Source: Jean Lummis, Washington Township High School Washington Township School District, Sewell, New Jersey; used with permission

Atomic Structures • valence electrons • formation of ions • electronegativity

(Concepts italicized)


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Concept-based Curriculum & Instruction te No Conceptual Lens:

FUNCTIONS •sine •cos •tan •csc •Sec •Cot •Inverses •Domain •Range

Relationships FORMULAS •Pythagorean Theorem •Pythagorean Identity •Tangent •Law of Cosines •Law of Sines •Area of Triangle •Double Angles •Half Angles

RIGHT TRIANGLE •opposite •adjacent •hypotenuse •similarity

TRIGONOMETRY ANGLES •degree •minute •second •radian •depression •elevation Geometry Adv Math Concepts I Adv Math Concepts II

Figure 7 Unit Web.

GRAPHS •Unit circle •Coordinate Plane •Symmetry •Polar Coordinates •Asymptotes

TRANSFORMATIONS •amplitude •vertical shift •phase shift •period FRACTIONS •proportions •equations

David Holze, Alan Rudig Chilton High School, Chilton, Wisconsin

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Lens?

Lens? Literary Themes (Concepts)

Writer’s Craft (Concepts)

To Kill a Mockingbird Reader’s Craft (Concepts)

Book 2 (Concepts)

Book 1 (Concepts) Historical Fiction Book 3 (Concepts)

Loss of Innocence

Loss of Innocence In an Imperfect World

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Essential Question WHY SHOULD WE CHANGE TO CONCEPT-BASED CURRICULUM & INSTRUCTION?

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s:

Key Points Two-dimensional

vs. Three-dimensional

Coverage-centered “inch deep, mile wide”

Idea-centered -facts provide a foundation to understand conceptual, transferable ideas.

Intellectually shallow - lacks a conceptual focus to create a factual/ conceptual brain synergy

Intellectual depth -a “conceptual lens,” or focus, requires mental processing on the factual and conceptual levels-producing intellectual depth in thinking and understanding.

Inability to transfer factual knowledge - facts do not transfer; locked in time, place, or situation.

Concepts and Generalizations Transfer -allows the brain to make connections and see patterns.

Fails to meet the intellectual demands of the 21st century

Develops the intellect to handle a world 10 of increasing complexity and accelerating change.

High School Generalizations: Social Studies (examples)

Government: 1. Forces of imperialism, nationalism, militarism, and geo-political alliances, taken to the extreme, can lead to international conflicts. History: 2. Key events in history can signal turning points that drastically alter the social, economic and political directions of a society. Economics: 3. Economic depression in one country can substantially affect the economies of other nations. Culture: 4. New technologies and scientific breakthroughs can improve the quality of life--but may also present ethical dilemmas. 11

Integrated, InterdisciplinaryLiterature

Conceptual Lens:

System

Health Wellness Nutrition Eating Disorders Weight Management Substance Abuse Diseases


The Human Body



Math Calculations: heart rate, body mass, Statistics Measurements: height, weight Ratios Charts; graphs

Art Draw a body: symmetry, line, shape Human forms - art realism, abstract, cubist

12

Critical Content/Concept Web Grade Level:First Unit Overview

Interdependence Culture • Education • Entertainment and influence on family • Holiday traditions • Families working together • Values and beliefs

(Conceptual Lens)

Unit Theme

My Family

Economics • Budget/allowances • Jobs • Needs versus wants - shelter, clothing, food - goods families consume (consumption) • Money • Goods and services

History • Families past and present - ancestors; How did families work together? • Changing roles over time: mother, father, children

Geography Government • Types of governments • Regulations - influence on family life/structure • Rights/responsibilities • Family rules

Figure 5.9. My Family Unit Web Source: Social Studies Committee, Meridian Joint School District No. 2, Meridian, Idaho; used with permission

• Where families live - migration - influence of jobs on living location - living locations of extended family - effect of distance on family relationships: transportation; communication

Some families are large; some are small. But your family is very important to you. Your family takes care of you and helps you meet your needs and wants. Have you ever wondered... • Why families live in different cities? • Why some of your relatives live in different locations? • Why you have to follow rules? • Why people use money? • Why family members have to work together? • What childhood was like for your parents and grandparents? Let’s find out!

* (concepts underlined) 13

Industrialization and Paradox

History • Native Americans Economics The Development - attitudes and policies Culture • Industrialization, the of the Industrial • Growth of cities toward Native advent of the modern United States - response of urban Americans corporation, and 1870-1900 leaders, such as by government material well-being architects and officials, the U.S. - ideas of business leaders philanthropists Army, missionaries, to limit competition and to the challenges and settlers maximize profits of rapid - Dawes Severalty Act • Farming, mining, and Geography urbanization of 1877 ranching • Industrialization and • Immigration after 1870 - commercial farming in the environment Government - changing patterns: the Northeast, South, - impact of rapid • Growth of cities and population, ethnicity, Great Plains, and West industrialization, changes in urban life religion, language, . Differences in terms of extractive mining - increasing power of place of origin, and crop production, farm techniques, and the urban political motives labor, financing, and “gridiron” pattern of machines and how - response of Catholic transportation urban growth on the they were viewed by and Jewish immigrants immigrants and environment to religious middle class reformers discrimination • New cultural movements 14

Integrated, Intradisciplinary Bond Energy • potential energy • bond strength • exothermic and endothermic bonds

System/Interaction

Modern Materials • liquid crystals • polymers • ceramics Compounds & Properties • amorphous solid • crystalline solid - moelcular, ionic, atomic • liquids - molecules with strong intermolecular forces • gases - molecules with weak intermolecular forces

(Conceptual Lens)

Unit Theme

Chemical Bonding

Electronegativity • periodic table trend • ionic/covalent continuum Bond Types • covalent, ionic, metallic • polar covalent • orbital hybridization • sigma and pi bonds

Molecular Shape Intermolecular Forces • VSEPR Theory • London dispersion • Valence-bond theory • dipole-dipole • polarity • hydrogen bonding

Figure 5.11. Chemistry Unit Source: Jean Lummis, Washington Township High School Washington Township School District, Sewell, New Jersey; used with permission

Atomic Structures • valence electrons • formation of ions • electronegativity

(Concepts italicized)

15

Conceptual Lens:

FUNCTIONS •sine •cos •tan •csc •Sec •Cot •Inverses •Domain •Range

Relationships

RIGHT TRIANGLE •opposite •adjacent •hypotenuse •similarity

FORMULAS •Pythagorean Theorem •Pythagorean Identity •Tangent •Law of Cosines •Law of Sines •Area of Triangle •Double Angles •Half Angles

TRIGONOMETRY ANGLES •degree •minute •second •radian •depression •elevation Figure 7 Unit Web. Geometry

Adv Math Concepts I Adv Math Concepts II David Holze, Alan Rudig Chilton High School, Chilton, Wisconsin

GRAPHS •Unit circle •Coordinate Plane •Symmetry •Polar Coordinates •Asymptotes

TRANSFORMATIONS •amplitude •vertical shift •phase shift •period FRACTIONS •proportions •equations 16

Concept-based Curriculum & Instruction © 2005 H. Lynn Erickson

1. What is concept-based curriculum? Concept-based curriculum is a three-dimensional curriculum design model that frames the factual content of subject areas with disciplinary concepts, principles, and generalizations. Concept-based curriculum is contrasted with the traditional two-dimensional model of Topic-based curriculum design. 2. What is the difference between two-dimensional and threedimensional curriculum models? • Two-dimensional models focus on facts and skills; • Three-dimensional models focus on concepts, facts and skills. • Three-dimensional, concept-based curriculum engages the intellect and emotions of students to a higher degree, and allows for the transfer of knowledge. 3. Why should we use a concept-based curriculum design model? * Develops structures in the brain (brain schema) for sorting, organizing, and patterning incoming information; * Creates personal relevance as students relate new knowledge to past knowledge; * Requires students to process factual knowledge at a deeper intellectual level as they relate the facts to key concepts and principles; engages the intellect on two levels: factual and conceptual; creates an “intellectual synergy” between the lower and higher levels of thinking. * Increases motivation for learning by inviting students to think about the facts through a personally engaging “conceptual lens.” For example, considering the facts

about the Middle East crisis through the conceptual lens of Perspectives; or considering facts about “Our State” or “Our Nation” through the lens of Identity. * Increases fluency with language as students explain and support their conceptual understanding with factual information. * Allows students to transfer knowledge, and to see the patterns and connections of knowledge. 4. How does a concept-based curriculum design model impact classroom instruction? * In a concept-based instruction model teachers use the facts as a tool to help students reach deeper understanding of the transferable concepts and principles. Facts provide the foundation and support for deeper, conceptual understanding. Concept based instruction is more intellectually sophisticated. 5. What is the benefit of concept-based instruction? * Students will retain the factual knowledge longer because they have processed the information on both the factual and conceptual levels. * Students will be able to transfer knowledge through the conceptual structures being developed in the brain. * Teachers will be able to compact the burgeoning curriculum under the critical concepts, principles and generalizations in each subject area.