Concept-based curriculum - Conceptual teaching

Common Core - literacy -- check it out / link on weebly exists
Create timeline to go around the school

website - britanica on AEA websites
the connected classroom - wiki
new zealand golf cross

Lynn Erickson

Use conceptual topics to determine what you are going to teach in PBL
PBL -

Thinking classrooms - 3 dimensional classroom; involving concepts with facts and skills
How is knowledge structured?
How do we scaffold thinking from lower to higher levels?
-conceptual lens - big idea type words
Essential Questions - more effective than traditional objectives
-deeper understanding of content and ability to transfer between classes and outside world

conceptual thinking - creiticla, creative,r efelctice
reflective - metacognitive
critical thinking - analytical, strategic
creative - curious, playful

2D - inch deep, mile wide / don't transfer / don't meet 21st Century demands
3D - facts provide foundation to understanding / concepts-generalizations (enduring understanding)

facts - topics - concepts - principal generalization

concept v topic - concept is organizing idea, mental construct
-is it timelines, universal, abstract, represented by 1/2 words, examples share common attributes
concepts - braod/abstract, universal in application / across discipline, timeless, different examples that share common attributes
-examples: system, culture, interaction, justice

facts - information - knowledge - wisdom
**do not need to start at bottom to work their way up

no no verbs - affects, impacts, influence, is/are/have -- because do not tell why or how

scaffolding thinking to complex levels
-start with how/why and then ask 'so what' to move to top level

conceptual lenses - creates deeper level, retains factual information, and shows greater level of learning

to develop the intellect and increase motivation for learning, curriculum and instruction must create synergy between factual and conceptual levels of thinking

Non negotiable unit components
1. have generalizations
2. know factual knowledge and realize it is tied to generalization, and transfer over time, place, or situation,
3. what going to do