Presentation on theme: "Concept-Based Instruction in the First Grade Classroom"— Presentation transcript:
1Concept-Based Instruction in the First Grade Classroom An Interdisciplinary Unit on Patterns
2Introductions Mary Bojarski Emily Foley Amber Golfe Nancy Halvorsen First grade LI Teacher at Shamrock Gardens ElementaryEmily FoleyLI/TD Magnet Coordinator at Irwin Academic CenterAmber GolfeFirst grade LI Teacher at Mallard Creek ElementaryNancy HalvorsenTD Teacher at Smithfield ElementaryAshley HinesTD Teacher at Grand Oak ElementaryLisa Pagano Academic Facilitator at Irwin Academic Center
3Today’s Objectives 1. Define concept-based instruction. 2. Examine the research behind concept-based instruction.3. Discuss why a concept-based unit on patterns is important.4. Explore the concept-based unit on patterns.5. Collaborate with colleagues about implementation.
5What is Concept-Based Learning? It approaches content area standards from the perspective of an over-arching concept.UnderstandConcept and Generalizations- Transferable understandingsExample: Patterns are everywhere.KnowFactual and Critical Knowledge- Non-TransferableExample: Understand holidays of various cultures.Be Able toSkills and Processes- Transfer within and sometimes across disciplines.Example: compose a poem (to a repetitive beat)Erickson, H.L. (2008)
6A Closer Look at Concepts Backwards PlanningConcepts vs. TopicsConceptTopicsChangeWeatherPatternsAnimalsRelationshipsCharactersSystemsGovernmentPowerGrammarStructureGeometryConcepts/GeneralizationsKnowledgeSkillsPatterns can be found in nature.Seasons follow a pattern and change over time.Record observations in a notebook.Compare and contrast pictures.Erickson (2008) and Tomlinson (2003)
7What Does the Research Say about Concept-Based Learning? Today’s Objectives2. Examine the research behind concept-based instruction.What Does the Research Say about Concept-Based Learning?
8Concept-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)
9The 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)
10Objective Check Turn and Talk 1. What is concept-based learning?2. How could it help your students become better thinkers?
11Today’s ObjectivesA Pattern Unit : Why is it important and how will it help me and my LI first grade students this year?3. Discuss why a concept-based unit on patterns is important.
12What 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 CurriculumThis unit provides depth and complexity to the common core and state standards. It gives students the conceptual framework to build knowledge.
13Why is it important?This unit will help first graders show growth because it provides …solid instruction for K-2 gifted studentsexposure to various holidays from different countrieswork with a purpose via a “Nationality Pattern Festival” tasktransfer of knowledge to a variety of different settingsopportunities for children become thinkers and problem solvers, not just memorizers of facts or producers of “fluff”.
14Preparing for Second Grade Testing 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 PracticeCogAT Verbal Practice
15Today’s Objectives 4. Explore the concept-based unit on patterns. Patterns- First Grade2nd Quarter
16Overview: 1st grade concept-based instruction pattern unit Three-dimensional unit:Factual content = holiday traditionsSkills = First grade common coreLarger disciplinary concept with generalizations = PatternsIntegrates 21st Century SkillsCommunicationCollaborationCreativityCritical Thinking/Problem SolvingDigital Literacy
17Pattern Generalizations “The Big Ideas” how and why things workpredicting future patternsorganize our livesPatterning ourselves after influential peoplenatural or man-mademay be found in many placesPatterns Book 1 : Literature, Arts, and Science (Differentiated Curriculum for Grade 1)Patterns Book 3: Economics, Biographies, and Citizenship (Differentiated Curriculum for Grade1)by Angie Harrelson
18Objective Check: Quick Write! 3. How could learning first grade standards through the concept of relationships, and in particular analogies, help your students?
20Really…. Another thing to do!!?? The lessons should be very easy to implement.All ideas are clearly laidAll handouts are attachedLessons correspond to the first grade common core state standards.Lessons tie into curriculum, but can also “stand alone” if the subject is not yet touched upon.
21Introduction of UnitUnit is split up into 15 different lessons and paced for approximately 21 sessions about 45 minute in length.Lessons are set up by:Measurable Learner ObjectivesCommon Core Standards21st Century SkillsPatterns GeneralizationsMaterialsInstructional StrategiesAssessmentResources
22Session #1: Pre-assessment Open-endedWhat ideas do students already have about patterns?What concepts and generalizations have they already established?
23Sessions #2, #3 & #4: Concept Development ExamplesCategoriesNon-ExamplesGeneralizations
24Sessions #2, #3 & #4: Concept Development (cont.)
25Sessions #2, #3 & #4: Concept Development (cont.)
26Hook: Nationality Pattern Festival Dear (_______) First Graders,Hello! This is your Mayor (Patsy Kinsey) of Charlotte.Did you know that we have several different nationalities from all around the world, right in our community here in Charlotte? Each nationality is from a different part of our world. People from these different nationalities had to fly in planes or take large ships across the ocean to come here to the United States. These different nationalities are represented in all different ways, such as: their languages, holidays, foods, plants, animals, clothes and even music and games! That means that there are other students just like you, who live here in Charlotte, that may speak a different language, or may eat different foods and even celebrate different holidays! Even though we all might not do everything the same, there are patterns of all kinds to find in each and every nationality… and that is your job!This is why I am inviting you to hold the First Ever Nationality Pattern Festival!!! You and your classmates will need to learn about different holidays and patterns around the world so you can become experts and teach our community! You and your classmates will create a real festival, with seven different booths. Each booth will showcase artifacts and offer something new to learn about from each nationality you have researched together! I know I can count on you to help educate our community about the patterns in different nationalities around our world!I look forward to hearing about your great Nationality Pattern Festival!Sincerely,Mayor Patsy Kinsey
27Sessions #5 & #6: Great Britain The students will recognize color, shape, and rhythmic patterns found in holiday wrapping paper, holiday greeting cards, and Christmas Carols.Whole group story/articles on how Great Britain celebrates Christmas and their creation of greeting cards, Christmas Party Crackers, and Christmas Carols.The students will observe and describe how each of these traditions have patterns (color, shape, or rhythmic)The students will create Christmas wrapping paper that is patterned to cover their Christmas Party Cracker.The students will create holiday greeting cards using more than one pattern characteristic.The students will create their own rhythmic pattern stanza to a famous Christmas Carol.
28Sessions #7 & #8: ChinaStudents will learn when, why, and how Chinese New Year is celebrated throughout the world.They will explore patterns using a product created in China—dominoes!Students will learn and explore the Zodiac Calendar.Students will explore the Lunar Calendar.
29Session #9: South America Students will learn about Carnaval, celebrated in South America.Students will notice patterns represented in the various costumes, masks, dances and music. Students will imitate one of the patterns noted through their own decoration of a mask.Whole Group story, video, and discussionThink-Pair-ShareSmall Group work
30Session #10: AfricaStudents will recognize patterns within Kwanzaa as well as between Kwanzaa and other holidays from around the word.Whole group story and discussionPattern exploration with rhythms and create rhymeIndividual writing about patterns in KwanzaaSmall group with teacher making Mkeka Mat
31Session #11: IsraelStudents will learn about Hanukah while looking for the pattern followed when celebrating each of the eight days of Hanukah.The students will notice how patterns help in understanding Hanukah traditions.To synthesize, each student will use what was learned about Hanukah to write a poem with onomatopoeia.
32Session #12: MexicoStudents will explore patterns and Christmas traditions established by Mexico.Interact with The Legend of the Poinsettia by Tomie DePaolo in a variety of different ways (listening & speaking, writing, and illustrating).Jacob’s Ladder D– Paraphrasing, Summarizing, Creative Synthesis
33Session #13 - #17: United States The students will discover patterns found in United States symbols and character traits of influential peopleIndependence Day-The students will recognize color and shape patterns on the United States flag.
34Session #13 - #17: United States The students will discover patterns found in United States symbols and character traits of influential people.Presidents’ Day -The students will explore patterns/traditions established by the first president of the US and solve word problems related to money and the US presidents depicted on the bills/coins.
35Session #13 - #17: United States The students will discover patterns found in United States symbols and character traits of influential people.Constitution Day-The students will explore patterns/traditions established by the US Constitution.
36Session #13 - #17: United States The students will discover patterns found in United States symbols and character traits of influential people.MLK Day-The students will learn about Martin Luther King, Jr. Day. They will discover the pattern he set for others. To honor his life and legacy, students will write “good news, bad news” short stories.
37Session #13 - #17: United States The students will discover patterns found in United States symbols and character traits of influential people.Memorial Day -Students will gain an understanding of why Memorial Day is celebrated in the United States and understand how the date is determined each year. They will interact with a piece of digital media, use Thinking Maps to organize information learned, and create a diamante poem about Memorial Day to show what they have learned about the holiday.
38Session #18 - #20: Nationality Pattern Festival Task Students will be grouped into 7 different groups: Great Britain, China, South America, Africa, Israel, Mexico and the United StatesEach group is to become “experts” of his/her topic to create an informational “booth” for the First Ever National Pattern Festival!Students should incorporate artifacts, as well as information to educate the community.Depending on resources and location, students may invite family to this celebratory event.
39Session #21: Post Assessment Identical to pre-assessmentUsed as a way to gauge how much students have learned about patterns through these integrated experiencesCompare pre and post-assessment results to measure growth.
40Objective Check: Let’s Share! 4. Explore the unit. Padlet
41Some resources to help you during and after the unit!
42Concept Map- Connecting the Content to the Concept RelationshipsInvolvePeopleThingsCan be foundIn my lifeFriends, family, pets, stores, playgroundIn SchoolMath, science, literacy, social studiesAddition problems- numbers and signsRelationship between matter and what we use it forRelationship between money and needs and wantsRelationships between wordsFriends, teachers, classmatesAre used forUnderstanding ideas betterMaking life more enjoyable
43Building on Patterns Building Thinking Skills PETS Jacob's Ladder Primary 2 bookPatterns: Differentiated Curriculum for Grade 1 (Books 1,2 & 3)
44How can you implement this in your classroom? Today’s Objectives5. Collaborate with colleagues about implementation.How can you implement this in your classroom?
45Implementation & Support Plan to implement second quarterProvide feedback via notes/comments *look for a survey monkey questionnaire!Share and support each other throughContact one of us with questions/concerns!
46Our Contacts Mary Bojarski Lisa Pagano Emily Foley Amber Golfe Emily FoleyAmber GolfeNancy HalvorsenAshley HinesLisa Pagano
47Please enjoy this unit and have a great school year!