Presentation on theme: "CONCEPT-BASED UNIT DESIGN According to Dr. Lynn Erickson Claudia Fayad – PYP Coordinator."— Presentation transcript:
CONCEPT-BASED UNIT DESIGN According to Dr. Lynn Erickson Claudia Fayad – PYP Coordinator
The Workshop “Working the Conceptual Level Through the PYP, MYP and Diploma Programmes” Dr. Lynn Erickson – Concept-Based Curriculum and Instruction for the Thinking Classroom (2007) – Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction (2008)
The Aims How can the IB help us move from a two-dimensional to a more effective three-dimensional model for curriculum and instruction?
The Aims (II) How is knowledge structured, and how can we use this structure to focus teaching and learning, and significantly improve the academic performance of all students?
The Aims (III) What is a “conceptual lens”, and why is a conceptual lens essential to develop higher-level thinking and increased motivation for learning?
« There will not be a significant improvement in education until teachers (and administrators) understand the importance of concepts and conceptual understanding to intellectual development, deeper understanding, and student motivation for learning. » Dr. Lynn Erickson
Traditional curriculum is topic-based Our Earth The sun The human body Space travel Desert animals Volcanoes The states of matter etc
Two-Dimensional Curriculum Design T HREE -D IMENSIONAL C URRICULUM D ESIGN Processes/Skills Factual/Content Processes/Skills C ONCEPTS, P RINCIPLES AND G ENERALISATIONS
Two-dimensional vs. Three-dimensional COVERAGE –CENTERED, INTELLECTUALLY SHALLOW “inch-deep, mile-wide” Lacks a conceptual focus to create a factual/conceptual brain synergy IDEA-CENTERED, INTELLECTUAL DEPTH Facts provide a foundation to understand conceptual, transferrable ideas A “conceptual lens” or focus requires mental processing on the factual and conceptual levels—producing intellectual depth in thinking and understanding
Two-dimensional vs. Three-dimensional (II) FAILS TO ALLOW FOR TRANSFER, FAILS TO MEET THE INTELLECTUAL DEMANDS OF THE 21 ST CENTURY Facts do not transfer: locked in time, place or situation CONCEPTS AND GENERALISATIONS TRANSFER, DEVELOPS THE INTELLECT TO HANDLE A WORLD OF INCREASING COMPLEXITY AND ACCELERATING CHANGE
Topic Fact Locked in time, place or situation Trivial—as compared to concepts BUT, you cannot understand a concept if you don’t have factual examples! Concept Generalisation Allows for transfer Universal Abstract Two-dimensional vs. Three-dimensional (III)
CONCEPTUAL LEVEL Generalisations Essential understandings Big ideas Enduring understandings (Wiggins & McTighe) Universal generalizations Significant concept statements (MYP) Central Idea (PYP) Central Idea (PYP)
A Concept-Based Unit According to Dr. Lynn Erickson
What makes a unit “concept-based”? The conceptual/factual synergy built into the curricular design The conceptual/factual synergy built into the curricular design Concept-based units can be either transdisciplinary, interdisciplinary or intradisciplinary
Unit Title « The centering topic of study » For the PYP: The TransdisciplinaryTheme For the PYP: The TransdisciplinaryTheme
Conceptual Lens « A broad, integrating concept that acts as a conceptual filter for students to use in processing factual information. » Without a conceptual focus for content study, the intellectual work for the unit will be shallower Examples: perspective, change, conflict, etc. (H EREIN LIES OUR “ PROBLEM ”!) (H EREIN LIES OUR “ PROBLEM ”!)
Concepts & Subconcepts « The macro- and micro-concepts that give transferable relevance to the study, and that are derived from the critical content. » « Concept: A mental construct which frames a set of examples sharing common attributes. Concepts are timeless, universal, abstract (to different degrees) and broad. Examples: cycles, addition, ratios, organisms, diversity. » For the PYP: KEY & Related Concepts For the PYP: KEY & Related Concepts
Generalisations (Enduring, Essential Understandings) «Statements of transferable, conceptual understandings that are drawn from, and supported by, the critical content. » understand Because these ideas transfer, they cannot be specific to a time, place, person or location. These significant, conceptual, enduring ideas that students must understand at a deeper level as the result of the unit study For the PYP: Enduring Understandings For the PYP: Enduring Understandings
Guiding & Essential Questions « Questions of different types (e.g., factual, conceptual, or essential (provocative) that guide student thinking from concrete to abstract levels. » For the PYP: Teacher Questions For the PYP: Teacher Questions
Critical Content « The factual knowledge students must KNOW in order to be competent with the topics of the unit. » For the PYP: Lines of Inquiry??? For the PYP: Lines of Inquiry???
Key Skills « Skills that define what students must be able to DO. » Skills are transferable across situations. Units should isolate and name the transferable skills that are being taught and then employ those skills in learning experiences and assessments to be certain that they are taught and assessed. For the PYP: Transdisciplinary Skills For the PYP: Transdisciplinary Skills
Performance Tasks & Scoring Guides « Student performance tasks that demonstrate what students must KNOW, UNDERSTAND, and be able to DO in the unit. » Based on the Backwards Design model of Wiggins & McTighe teachers design the unit tasks—then design the learning experiences leading up to the performances. The idea is to set students up for success by teaching with the end in mind.
Performance Tasks & Scoring Guides (II) « In a concept-based three dimensional model, the scoring guide addresses criteria describing quality performance for conceptual understanding as well as for content, knowledge and skills. » For the PYP: Performance Assessments & Rubrics For the PYP: Performance Assessments & Rubrics Plan the other unit assessments (e.g., selected response, essay, etc.) to show evidence of learning.
Learning Experiences « The unit activities and student performances, supported by teacher lesson plans, that prepare students for success on the performance tasks, and that address the KNOW, UNDERSTAND and able to DO components in the unit. » For the PYP: Learning Experiences – Stage 4 For the PYP: Learning Experiences – Stage 4
Unit Resources & Teacher Notes « A listing of the needed resources to carry out the unit instruction, and any helpful teacher notes. » For the PYP: For the PYP: – Resources (Stage 5) – Reflecting on the Inquiry (Stages 6 through 9)
Our “Problem” OUR CHALLENGE, RATHER!
Concepts Abstract to different degrees Different levels of breadth ‘Intelligence’ is a concept ‘Transportation’ is either/or, depending on how you use it If used as a topic, ‘Movement’ would be the concept
Micro-Concepts and Macro-Concepts Macro-concepts provide the transferability necessary for a transdisciplinary curriculum. Micro-concepts provide more discipline-specific conceptual breadth.
Sample Conceptual Lenses Conflict Complexity Belief 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 Values
Dr. Erickson’s position “The greatest concepts aren’t always the ones with the greatest transferability.” “You need discipline-specific depth and rigour—don’t overdo transdisciplinarity.” “Have a transdisciplinary Central Idea and supporting ideas, and also conceptual lenses, macro- concepts and micro-concepts.”
PYP World Programme* Head’s position “Our the first organiser are the Transdisciplinary Themes.” one “We (in the PYP) have one Central idea, and are beginning to write enduring understandings.” “The Key Concepts ensure transdisciplinarity in the PYP.” “The related concepts can be more discipline-specific.” (!) * Ms. Jennifer Giddings
The Compromise Transdisciplinary Theme Central Idea Enduring Understandings KEY Concepts Related concepts* *Involve more disciplines for breadth, more discipline-related concepts, but do not sacrifice depth for it.
The Compromise (II) *There need not be one-to-one- correspondence between KEY and related concepts... *although every related concept needs to be tied to a KEY concept. *Therefore, you could have, say, 5 related concepts and 3 KEY ones.
T HE P ROPOSAL FOR US AT CCB Let’s not throw away the conceptual lenses that we already identified—and still find useful (The great transdisciplinarity of our current POI is an asset!) BUT let’s add more Key and related concepts to our units, so that we may give it more discipline-related breadth
Our task for the following days: 1. Extract concepts from transdisciplinary content embedded in English programme 2. Identify KEY concepts for each one of those related concepts 3. Suggest 2 or 3 Transdisciplinary Themes for each English unit