© 2011 H. Lynn Erickson - International Baccalaureate · Two-dimensional versus Three-dimensional...
Transcript of © 2011 H. Lynn Erickson - International Baccalaureate · Two-dimensional versus Three-dimensional...
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© 2011 H. Lynn Erickson
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Let’s Think About…
Why does the IB value its concept-based, three-dimensional curriculum & instruction model?
How is knowledge structured & how can
we use this structure to raise all students
up academically?
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Why are macro-concepts (Key/Significant Concepts),
and micro-concepts (Disciplinary Concepts)
powerful tools for ensuring synergistic
thinking to help develop the intellect?
What does conceptual teaching and
learning “look like?”
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Social Change Forces Impacting Education
• Expanding role of technology • Changing job demands • Increasing global interdependence • Rapid growth of knowledge • Environmental concerns
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Our Changing World
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Information without Intellect is Meaningless
Critical, Creative, Reflective
Metacognitive Curious, Playful
The IB Learner Profile: Thinker Open-minded Risk-Taker Communicator Reflective © 2011 H. Lynn Erickson
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Traditional Curriculum Design has been more “topic-based” rather than “concept-based.” There are two major problems with topic-based models— 1. They fail to engage and develop the personal intellect at a deep level. 2. They are inefficient—instant
information is now a keystroke away. So how should we use our class time?
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Two Dimensional Curriculum Design Processes & Skills
Fa
ctu
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Co
nte
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Three Dimensional Curriculum Design
Processes & Skills
Fa
ctu
al
Co
nte
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Generalizations
versus
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Two-dimensional versus Three-dimensional
Coverage-centered Idea-centered “inch deep, mile wide” -facts provide a foundation to understand conceptual, transferable ideas. Intellectually shallow Intellectual depth - lacks a conceptual focus -a “conceptual lens,” or focus, requires to create a factual/ mental processing on the factual and conceptual brain synergy conceptual levels—producing intellectual depth in thinking and understanding.
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Two-dimensional versus Three-dimensional
Fails to allow for transfer Concepts and generalizations transfer - facts do not transfer -allows the brain to make connections locked in time, place, and see patterns. or situation. Fails to meet the intellectual Develops the intellect to handle a world demands of the 21st century of increasing complexity and accelerating change.
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Think of
Factual Knowledge which is locked in time, place or situation
Conceptual Understanding which transfers through time, across cultures, and across situations
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The Structure of Knowledge - PYP
Families cooperate to get things done.
• Families • Cooperation
• Alike/Different
My Family
Families are alike and different.
1
2
3
Generalization = Central Ideas or Lines of Inquiry in PYP
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Migration leads to cultural
diffusion resulting in
social/economic change.
• Migration • Cultural diffusion
• Needs • Change
Early European Migration
Early European
settlers migrated
west.
Early European
settlers looked for
new opportunities.
The Structure of Knowledge - MYP
People adapt to changing environments.
Generalizations = Significant Concept Statements and supporting ideas in formative unit work.
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High School History Generalization:
Forces of imperialism, nationalism,
militarism, or geo-political alliances,
taken to the extreme, can generate
international conflicts.
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The Structure of Knowledge - Mathematics
Velocity can be mathematically represented by the slope of a line.
• Slope • Derivative
• Graph • Line • Velocity
Measurement of Distance and Speed
The slope of a graph at a particular point indicates the instantaneous
rate of change.
1
2
3
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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
Intelligence? Transportation?
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Examples of Subject Area Concepts
Science Social Studies Concepts
in Text Writer’s
Craft Reader’s
Craft
Order Organism Population System Change Evolution Cycle Interaction Energy/ Matter Equilibrium
Conflict/Cooperation
Patterns
Supply & Demand
System
Change/Continuity
Culture
Scarcity
Civilization
Interdependence
Cycle
Prejudice
Perspective
Conflict
Cooperation
Power
Relationship
Envy
Emotions
Oppression
Influence
Organization Word Choice Context Conventions Fluency Voice Presentation Symbolism Allegory Metaphor Protagonist Antagonist
Inference Context Clues Meaning Paraphrase Summary Text Structure Reading Rate Directionality Self –regulation Imagery Genre Background Knowledge
Which are “macro-concepts” (Key Concepts)?” Which are “micro-concepts?”(Discipline aligned)?
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MIcro-concepts give us depth
MAcro-concepts give us breadth
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GENERALIZATION= Central Idea
Significant Concept Statement Two or more concepts
in a relationship...
CONCEPTUAL IDEAS THAT TRANSFER DEVELOP “DEEP UNDERSTANDING”
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The Structure of Knowledge
Japan’s Nuclear Disaster
3.
2.
The student understands that…_____________________________________________________.
1.
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Possible Concepts for Line 2 - Japan’s Nuclear Disaster
Environmental System
Natural Disaster
Living Things
Populations
Economy
Global Impact
Change
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Conceptual Lens?
The Global Economy
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Interdependence
The Global Economy
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Structure/Function
The Global Economy
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Power/Influence
The Global Economy
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Conceptual lens ____________________
Topic: _____________________
Developing Nations The European Union Global Trade
Possible Topics:
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Sample Conceptual Lenses
Conflict Complexity Beliefs/Values Paradox Interdependence Interactions Freedom Transformations Force
Identity Patterns Relationships Origins Change Revolution Perspective Reform Heroes
Power Influence System Balance Structure/function Innovation Design Genius Aesthetics Creativity
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Looking at a topic through a “conceptual lens” engages the personal intellect and
emotions of the student…
> creates deeper level of understanding,
> retains the factual information because it has relevance, and > shows a greater love of learning.
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To develop the intellect and increase motivation for learning,
curriculum and instruction must create a “synergy” between
the lower (factual) and higher (conceptual) levels of thinking.
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It is the Conceptual Mind that ….
creates connections to prior experience and finds relevance
synergistically works with factual level of knowledge to develop the intellect
creates deeper understanding at the factual and conceptual levels
recognizes the transferability of knowledge
becomes the springboard for inspiration and action
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between challenge and comfort
Comfort Challenge
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