Legacy Video Series: Concept Based Curriculum for Deeper Understanding

Segment 3: – Enduring Understanding with Dr. H. Lynn Erickson

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This summary is taken from Concept Based Curriculum for Deeper Understanding: Segment 3 - Enduring Understanding with Dr. H. Lynn Erickson. Watch the full segment on PD 360 when you start a free 30-day trial.

The goal of basing curriculum on concepts is for students to arrive at an enduring understanding. An enduring understanding is a generalized big idea comprised of two or more concepts in a relationship. They are summaries of thought. According to Dr. H. Lynn Erickson, enduring understanding answers the question, “What do I really understand as a result of my study?”

An example of an enduring understanding for social studies could be, “Culture exhibits change and continues through time.” Culture, change, continuity and time are all concepts that the statement of enduring understanding pulls together.

In the example given, notice the verb “exhibits.” Only present tense verbs are used in a statement of enduring understanding. Dr. Erickson explains in this video her rule that statements of enduring understanding not only always use present tense verbs, but they are also devoid of any other tense, including past, past perfect, and present perfect, and it has no proper or personal nouns.

For science, an enduring understanding would be, “Properties distinguish living and non-living things.” “properties” and“living and non-living things” are the concepts. “distinguish” is the present tense verb. An enduring understanding for art would be, “Line defines shape and adds meaning,” with “line,”“shape,” and “meaning” as concepts. “Defines” is the present tense verb. Enduring understandings have the same criteria as a concept, because they are composed of concepts. Like concepts, they are broad and abstract.

“They are universal in their application,” Dr. Erickson explains.“But, we have to say generally timeless. Why? Because a generalization or enduring understanding is a relationship between two independent variables, or two concepts. And if one of those variables changes over time, it could destroy that relationship. An important thing when you’re teaching to generalizations is that you must always test for the truth. We’re not writing value statements. We’re writing ideas that are based in fact.”

Enduring understandings are also represented by different examples that support the generalization.

“But, the examples are situational,” she continues. “If I say people migrate to meet a variety of needs, there are many different examples, situational examples, through time and across cultures.”

When students ascend to the level of enduring understanding, anything is possible in the way of new creative ideas, products, or thinking.

Nancy Johnson, who teaches social studies at Lake Washington High School in Kirkland, Washington, builds her lessons carefully, going from factual topics to concepts to enduring understandings.

School Improvement Network Video Summary

School Improvement Network Video Summary “All reasoning is to be respected,” Johnson says. “People can be right or people can be wrong, but they have come forth sincerely and have told you what they think and they are telling it to you because they think it is right, and if they are going to learn better than that or maybe I’m going to learn from them better than that because, time doesn’t go by, that I don’t learn something from the kids. They bring up another viewpoint that I haven’t thought up before.”

Watch a as Nancy Johnson implements these philosophies in her classroom and learn more on how to help students gain enduring understanding when you watch this segment on PD 360

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Segment length – 6:55 From the Legacy Video Series on PD 360