Identifying Concepts and Teaching Conceptually
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Transcript of Identifying Concepts and Teaching Conceptually
BELVEDERE ELEMENTARY
Transdisciplinary, Conceptual Planning at Belvedere
Mission Statement
At Belvedere, our mission is to create a
community of globally-minded, life-long
learners who are prepared to face the
challenges of a 21st century world.
Our staff works collaboratively to
engage students in challenging, real-
world learning opportunities. Through
these opportunities, students will become
innovative thinkers and problem solvers
who value diversity. They will use their
knowledge to take responsible action
and in doing so, help to create a better,
more peaceful world.
The IB continuum of education
IB mission statement
MYP DP
Introduced in 1997
For ages 3-12
Schools must offer the
PYP as an inclusive
program for all students
Introduced in 1994
for ages 11-16
Glasgow implements the
MYP as an inclusive
program for all students
Introduced in 1969 for
ages 16-19
Stuart implements the
DP as an optional
program
PYP MYP DP
Inquiry, concept-based
learning
IB learner profile
*From IB Continuum PowerPoint
The 5 Essential Elements of PYP
Knowledge Concepts Skills Attitudes Action
What do we want students to understand?
Key Concepts:• Form • Function• Causation• Connection• Perspective• Responsibility• Reflection
What do we want students to know about?
TransdisciplinaryThemes:• Who we are• Where we are in
place and time• How we express
ourselves• How the world
works• How we organize
ourselves• Sharing the
planet
What do we want students to be able to do?
TransdisciplinarySkills:• Thinking skills• Social skills• Communication
skills• Self-
management skills
• Research skills
What do we want students to feel, value, demonstrate?
Attitudes:• Appreciation• Commitment• Confidence• Cooperration• Creativity• Curiosity• Empathy• Enthusiasm• Independence• Integrity• Respect• Tolerance
How do we want students to act?
Effective Action:• Voluntary• Modeled by
adults in school
• Based on the needs of the school and local community
IB Learner ProfileInquirers – Knowledgeable – Thinkers – Communicators – Principled – Open-minded – Caring – Risk-takers – Balanced - Reflective
FCPS Portrait of a Graduate & PYP
TransdisciplinarySkills: Communication
Learner Profile: Communicators
TransdisciplinarySkills: Collaboration
Learner Profile: Communicators, Principled, Caring
TransdisciplinarySkills: Collaboration, Communication
Learner Profile: Open-minded, Caring, Communicators
Goal of IB
TransdisciplinarySkills: Thinking, Research
Learner Profile: Inquirers, Thinkers, Knowledgeable
Inquiry-basedLearning
Concept-based Learning
TransdisciplinarySkills: Self-management
Learner Profile:Thinkers, Reflective, Balanced, Principled
Inquiry-basedLearning
Exhibition Project
Standards
• Use transdisciplinary themes to organize standards
Concepts
• Review standards in transdisciplinary unit to identify concepts
Central Idea
• Use standards and concepts to create central idea (enduring understanding).
Lines of Inquiry
• Use standards to identify sections/subject-specific generalizations
Teacher Questions
• Identify conceptual questions to invite inquiry
Summative Assessment
Formative Assessments
Learning Experiences
• Create big learning experiences to support student inquiry
Skills, Attributes, Attitudes
PYP Transdisciplinary ThemesWho we are Inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
How the world worksInquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Where we are in place and timeInquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
How we organize ourselvesInquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
How we express ourselvesInquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Sharing the planetInquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
Group Standards Using Themes
Group Standards Using Themes
Types of Standards
Science Social Studies Mathematics
The student understands
that adaptations may
increase the survival of
members of a species.
The student knows the
social, economic, and
political challenges that
were confronted by the
North and the South during
the American Civil War.
The student uses place
value to represent whole
numbers and decimals.
How are these standards different?
Conceptual Factual Skill-Based
Analyze Standards
Know
(topical, factual
knowledge)
Understand
(Conceptual knowledge)
Be able to do
(specific processes and
skills)
The life cycle stages of a
butterfly
Life cycles ensure the
continuation of a species
Create models and
diagrams that represent
natural objects or events
The characteristics of
persuasive text
Authors use strategies that
support their purpose
Identify persuasive text
*Table categories from H. Lynn Erickson
Science Social Studies Mathematics
The student understands
that adaptations may
increase the survival of
members of a species.
The student knows the
social, economic, and
political challenges that
were confronted by the
North and the South during
the American Civil War.
The student uses place
value to represent whole
numbers and decimals.
Types of Standards
Science Social Studies Mathematics
The student understands that
adaptations may increase
the survival of members of
a species.
The student understands that
nations engaged in civil war
face social, economic, and
political challenges that can
reshape a culture over time.
The student understands that
place value can be used to
represent whole numbers
and decimals.
Use the phrase “the student understands that…”
to rewrite the social studies and math standards
so they are conceptual.
*Table from H. Lynn Erickson
Identifying Different Types of Standards
Topics (specific, nontransferable)
Concepts (transferable, one or two words)
Skills (transferable abilities)
Know
(topical, factual knowledge)
Understand
(Conceptual knowledge)
Be able to do
(specific processes and skills)
Form
Function
Causation
Change
Connection
Perspective
Responsibility
Reflection
PYP Key
Concepts (Macro Concepts)
The Structure of Knowledge
Concepts Concepts
Fact
s
Fact
s
Fact
s
Fact
s
Fact
s
Fact
s
Topics Topics
Principle
Generalizations
*H. Lynn Erickson
• Environments and natural events change living things
Generalization (central idea)
• Change (adaptations, cycles)
• Form (patterns)
• Connections (interdependence)Concepts
• Standard 4: Animal adaptations
• Standard 5: Animal food chains
• Standards 8b/c: Animal life cycles/plant life cycles
• Standard 10: Natural events and human influences that affect survival
Topics
• Behavioral/physical adaptations
• Producer, consumer, decomposer; herbivore, carnivore, omnivore; predator, prey
• Animal life cycle, plant life cycle
• Interdependency of plants and animals
• Effects of human activity on air, water and habitat
• Effects of fire, flood, disease and erosion
• Conservation and resource renewal
Facts
G - Students demonstrate an understanding that environment and natural events change living
things.
R - Students are scientists who have discovered a new plant or animal.
A - Other scientists
S - Students must present their findings at a conference
P - Students are given a type of environment. They create an animal or plant that might live in that
environment. They will create an informational board for a conference that includes non-fiction text features. Students then consider what type of natural disaster might happen in their environment and describe how their animal or plant would change. Students will then go look at other class projects and evaluate the environment, decide what natural event would most likely happen and how that group’s plant or animal would change.
S – Teacher rubric - The living thing’s form and natural event must match environment, changes must
connect to the natural event.
Science strands: Earth Resources, Life Processes--Standard 4-adaptations; Standard 5-food chains; Standard 8 b, c animal and plant life cycle; Standard 10 natural and human influences--Language arts: 3.6c /3.7b preview (features introduced before unit, application during the unit), 3.6 d ask/answer’ 3.6 fgh - main idea
Students work with groups to create the life cycles of their own plant/animal.
Science strand: Earth Patterns, Cycle, and
Change
Science: Standard 8 b and c
Students create and describe the adaptations of their own plant/animal.
Science strand: Life Processes
Science: Standard 4
Students write about their own plant/animal’s
changes due to a natural disaster.
Science strand: Earth Resources
Language Arts: Standards 3.6c/3.7b
Web – Students will stand in a circle, each will represent an animal or a plant. Students will roll a ball
of yarn to another student they depend on OR who depends on
them and explain how the relationship is interdependent.
Science strand: Living Systems
Science: Standard 5
FORMATIVE PERFORMANCE ASSESSMENT TASKS
Meeting Standards & Teaching Conceptually
How can we make this a three-dimensional
performance?
Example:
Research primary and secondary source documents
related to the causes of the American Revolution. Write
a three-page summary of the causes. Include
information on the significant historical figures, dates,
and events.
Performance Planning ChartKNOW
the…
UNDERSTAND
that…
Able to DO Student
performance
Differentiation
Causes of
the
American
Revolution
Perspectives
based on
strongly held
beliefs and
values can lead
to conflict
and/or
revolution
• Research
and use
primary and
secondary
source
documents to
support a
position.
• Debate a
position
using
effective
debate skills.
Select your role as a
Tory of Patriot in the
American Revolution.
Prepare to debate
your opponent on
the issues by
researching primary
and secondary
source documents
related to the causes
of the American
Revolution.
Support your chosen
perspective with
reasoned argument
based on your
character’s beliefs
and values.
• Provide source
documents at the
appropriate reading
level; students use
highlighters to mark
the causes of the
Revolution.
Options for debate:
• Give an oral
presentation to your
Tory or Patriot
friends telling why
you believe in your
position on the issue.
• Draw a picture or
cartoon illustrating a
Tory of Patriot
position on one of
the issues.
*H. Lynn Erickson
Unit Example
Unit: Pattern and Function
Central Idea: Identifying, using and describing patterns
helps us to make sense of the world we live in.
Age Group: 8-9 year olds
Questions to Consider:
What stood out to you?
Is there a strategy or idea used in this video that
sparked an idea for your own class?