basis to share information in your school or school district with appropriate credits to H. Lynn Erickson. Two Dimensional Curriculum Model-
Processes & Skills Factual Content Topic-based Concepts & Principles Three Dimensional Curriculum Model- Concept-based Two-dimensional vs. 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, to create a factual/ requires mental processing on conceptual brain synergy the factual and conceptual levels-- producing intellectual depth in thinking and understanding.
Inability to transfer Concepts and Generalizations Transfer factual knowledge -allows the brain to make connections - facts do not transfer; and see patterns. locked in time, place, or situation.
Fails to meet the intellectual Develops the intellect to handle a world demands of the 21 st century of increasing complexity and accelerating change.
Key Points
The Structure of Knowledge: Identifying Recurring Big Ideas The Structure of Knowledge People migrate to meet a variety of needs. Migration may lead to new opportunities or greater freedom. dates, who they were, how they got there, dangers and challenges they faced Westward Movement Migration Opportunity Needs Freedom 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.
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 The Amazon Rainforest: Organisms biology; evolution; mutation; environment; behavior patterns; adaptation; Environmental factors influence an organisms biology and behavior patterns. The Structure of Knowledge An organisms behavior patterns exhibit an evolutionary logic. The Structure of Knowledge slope derivative line Measurement of distance and speed 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. graph 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 Concept Timeless Universal Abstract Represented by 1 or 2 words Examples share common attributes A concept is an organizing idea; a mental construct... -Science ! Order ! Organism ! Population ! System ! Change ! Evolution ! Cycle ! Interaction ! Energy/Matter ! Equilibrium
Examples of Subject Area Concepts -Writers Craft ! Organization ! Word Choice ! Context ! Conventions ! Fluency ! Voice ! Presentation ! Symbolism ! Allegory ! Metaphor ! Protagonist ! Antagonist -Literary Themes - Social Studies Examples of Subject Area Concepts Visual Art ! Rhythm ! Line ! Color ! Value ! Shape ! Texture ! Form ! Space ! Angle Music ! Rhythm ! Melody ! Harmony ! Tone ! Pitch ! Form ! Tempo ! Timbre ! Pattern Mathematics ! Number ! Ratio ! Proportion ! Symmetry ! Probability ! Pattern ! Order ! Quantification ! System The Structure of Knowledge The student understands that..._________________________________ ____________________. U.S. Trade and Competition 2 3 1 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 Examples of Subject Area Concepts Social Studies ! Conict/Cooperation ! Patterns ! Populations ! System ! Change/Continuity ! Culture ! Evolution ! Civilization ! Migration/Immigration ! Interdependence ! Markets ! Supply and Demand ! Cost ! Interdependence ! Beliefs/Values ! Goods/Services ! Conict ! Cooperation ! Perceptions ! Patterns ! Power ! Systems - Economics The Structure of Knowledge The student understands that...________________________________ _____________________. Change in Our Community:_______ 2 3 1 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 The Structure of Knowledge The student understands that...________________________________ _____________________. 2 3 1 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 Key Points
" Knowledge has an inherent structure from topics and facts, framed by concepts, which combine to form generalizations, principles, and theories. " Traditional, two-dimensional curriculum/instruction models focus more on the topic and fact levels and assume an understanding of related concepts and principles.
" Concept-based, three-dimensional curriculum/instruction models raise the intellectual bar by teaching to ideas (generalizations/principles) and by using the topics and facts as foundational support for the deeper under- standings. " Topics and facts do not transfer. They are locked in time, place, or situation. " Concepts and Generalizations transfer through time, across cultures, and across situations. " The concepts, generalizations, and principles add the third intellectual dimension to curriculum and instruction. " There is a Theory Level, but we need to focus our work on the Concepts, Generalization Levels at this time. (A Theory is an idea supported by the best evidence available, but not yet fully proven.) Two Dimensional Curriculum Model-
Processes & Skills Factual Content Topic-based Concepts & Principles Three Dimensional Curriculum Model- Concept-based Two-dimensional vs. 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, to create a factual/ requires mental processing on conceptual brain synergy the factual and conceptual levels-- producing intellectual depth in thinking and understanding.
Inability to transfer Concepts and Generalizations Transfer factual knowledge -allows the brain to make connections - facts do not transfer; and see patterns. locked in time, place, or situation.
Fails to meet the intellectual Develops the intellect to handle a world demands of the 21 st century of increasing complexity and accelerating change.
Key Points
The Value of Concept-based Instruction Engages the personal intellect and emotions of the student; increases motivation for learning.
Requires a higher level of thinking.
Teaches students how to see patterns and connections between facts and ideas.
Provides relevant focus for content study. The Value of Concept-based Instruction Facilitates the transfer of knowledge.
Meets different ability levels
Creates a brain schema for processing new information
Develops verbal and written fluency with the English language - Develops the art of conversation - Deepens reading comprehension
Teaching and Learning from Neuroeducation to Practice: We Are Nature Blended with the Environment. We Adapt and Rediscover Ourselves Together with Others, with More Wisdom