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Concept-Based Instruction in the Kindergarten Classroom

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1 Concept-Based Instruction in the Kindergarten Classroom
An Interdisciplinary Unit on Relationships

2 Introductions Christina Forney Sarah Jones Kelly Kollar Erin Muffler
LI/TD Magnet Coordinator at Mallard Creek Sarah Jones LI/TD Magnet Coordinator at Barringer Kelly Kollar TD Catalyst Teacher at Polo Ridge Erin Muffler Kindergarten LI Teacher at Barringer Lauren Teddy K-2 Multi-Age LI Teacher at Tuckaseegee

3 Today’s Objectives 1. Define concept-based instruction.
2. Examine the research behind concept-based instruction. 3. Discuss why a concept-based unit on relationships is important. 4. Explore the unit. 5. Collaborate with colleagues about implementation.

4 What is Concept-Based Learning?
It approaches content area standards from the perspective of an over-arching concept. Understand Concept and Generalizations- Transferable understandings Example: Relationships are everywhere. Know Factual and Critical Knowledge- Non-Transferable Example: Understand addition as putting together and adding to. Be Able to Skills and Processes- Transfer within and sometimes across disciplines. Example-Decompose a numbers less than or equal to 10 in more than one way. Erickson, H.L. (2008)

5 A Closer Look at Concepts
Backwards Planning Concepts vs. Topics Concepts/ Generalizations Knowledge Skills Patterns can be found in nature. Seasons follow a pattern and change over time. Record observations in a notebook. Compare and contrast pictures. Concept Topics Change Weather Patterns Animals Relationships Characters Systems Government Power Grammar Structure Geometry Erickson (2008) and Tomlinson (2003)

6 What Does the Research Say about Concept-Based Learning?

7 Concept-Based vs. Topic-Based
“Concept-based curricula are more effective than topic-based curricula, for the world of today and tomorrow, because they take teaching and learning to a higher level as students analyze, synthesize and generalize from facts to deeper understanding.” Erickson (2008)

8 The Standards and the Concepts
Taba identified patterns of discussion in concept-based learning lessons and found an effective discussion is one in which the teacher remains at the lower levels (facts and topics) long enough for students to acquire enough information before moving them up to the higher levels (concepts). Maker and Sciever (2005)

9 Turn and Talk 1. What is concept-based learning?
2. How could it help your students become better thinkers?

10 A Relationship Unit Why is it important and how will it help me and my LI Kindergarten students this year?

11 What Makes us LI Anyway? A variety of skills and abilities
This unit is designed to challenge your bright and potentially gifted students at the highest level, while still meeting the standards for all students. Accelerated, Enriched Curriculum This unit provides depth and complexity to the common core and state standards. It gives students the conceptual framework to build knowledge.

12 Preparing for Second Grade Testing- Analogies and Relationships
Certifying LI students strengthens the magnet. LI/TD Magnets tend to have diverse socio-economic populations and under-represented racial populations. Exposing students to conceptual learning will provide them will experiences that can build background for the CogAT. CogAT Quantitative Practice CogAT Verbal Practice

13 Relationship Unit Planning
UNDERSTAND-Generalizations- The Big Ideas Relationships are everywhere. Relationships can be helpful or harmful. Relationships can be positive or negative. Relationships can be natural or imposed. Relationships can be correlations (cause and effect). Relationships can cause interdependence. Relationships can cause the exchange of ideas and values. Relationships are purposeful. Universal Concepts from

14 Relationship Unit Planning
How can we study the content-based standards through the concept of Relationships? KNOW- The Standards Science Understand how objects are described based on their physical properties and how they are used. Social Studies Explain how families have needs and wants. Explain how jobs help people meet their needs and wants. Literacy With guidance and support from adults, explore word relationships and nuances in word meanings. Math Understand addition.

15 Practice with Relationships Forced Analogies
How are a hippo and a pencil related? Benefits- Critical and creative thinking, problem-solving, trains students to look for relationships

16 Practice with Relationships Visual Thinking Strategy
Marcy Deutsch from The Art of Autism

17 Quick Write! 3. How could learning Kindergarten standards through the concept of relationships, and in particular analogies, help your students? Answer Garden

18 Let’s take a closer look at the unit…

19 Really…. Another thing to do!!??
The lessons should be very easy to implement. All ideas are there and clearly laid out, including prompts, things to consider, and pictures. All worksheets are attached as well. With a large range of students in the LI program, there is also tips for differentiating lessons! Lessons correspond to the kindergarten common core state standards. Lessons tie into curriculum, but can also “stand alone” if the subject is not yet touched upon.

20 Introduction of Unit Unit is split up into 20 different lessons, approximately 45 minutes in length. Lessons are set up by: Concept Generalization Essential question Common core state standards Lesson Overview Small group/Large group with suggested Tips for differentiation Resources

21 What are the lessons exactly?
Split into 5 different groups- Introduction lessons/conclusion lessons, math lessons, literacy lessons, science lessons, and social studies lessons. Please consider: What relationships are being taught in the lesson? How will these lessons impact the students in your classroom?

22 Let’s Share! 4. Explore the unit. Padlet

23 Some resources to help you during and after the unit!

24 Concept Map- Connecting the Content to the Concept
Relationships Involve People Things Can be found In my life Friends, family, pets, stores, playground In School Math, science, literacy, social studies Addition problems- numbers and signs Relationship between matter and what we use it for Relationship between money and needs and wants Relationships between words Friends, teachers, classmates Are used for Understanding ideas better Making life more enjoyable

25 Concept Development Introductory Lessons for William and Mary
Basic Structure List Group Label Subsume- combine like groups Re-group Re-label Generalize

26 Building on Relationships
Building Thinking Skills Analogies for Beginners Math Analogies K-2 PETS

27 5.How can you implement this in your classroom?
Collaboration 5.How can you implement this in your classroom?

28 Support for Implementation
Plan to implement second quarter. Provide feedback to us. Share and support each other through Edmodo. Login or sign up at Enter group code Erin Muffler with questions/concerns or post in Edmodo.

29 Our Contacts

30 Please enjoy this unit and have a great school year!

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