1. 3 stages of design 1. Identify desired results: the big ideas, the central idea or the enduring understandings 2. Determine the acceptable evidence: what is important to know and to do? 3. Plan learning experiences and instruction: what is worth being familiar with

2. Is it a concept? By asking the following questions, it will become easier to distinguish topics from concepts: Is it BROAD? Is it ABSTRACT? Is it UNIVERSAL (does it apply across cultures)? Is it TIMELESS (does it work in both the past and the present)? Can be represented by different examples? From: Erickson, 1998 Concept-Based Curriculum and Instruction: Teaching Beyond theFacts.p64–67

3. Students memorize all of the rivers and bodies of water in Alberta. Students will understand that people settle near rivers and how these bodies of water allow people to live. (Consider: migration, environment, interaction, community, technology) OR…

4. Students memorize a chronological list of dates, events and leaders that make up a country’s government. Students will understand that different types of governments have responsibilities and have a direct impact on the perspectives of citizens in a country. (Consider: Balance, change, community, democracy, diversity, interdependence, justice, liberty, pattern, production, symbol) OR…

5. Students memorize bear facts: types of bears, what they eat and where they live. They sing songs about bears, draw pictures of bears and do math facts with bear pictures beside them. Students will understand that animals are part of a natural ecosystem that is full of living things that are dependent on each other for survival. (Consider: Abundance, adaptation, balance, connection, correlation, cycles, diversity, interactions, interdependence, patterns, survival, system) OR…

6. The Chinese immigrants who came to San Francisco in the 1800’s established the hui kuan. Chinese immigrants in the United States established various forms of social organizations. All groups that have immigrated to the United States have established social organizations. In human societies, forms of social organizations emerge to satisfy the needs of individuals and groups. Continuum of an Essential Understanding

7. ConceptTopic are learned in the context of a "bigger picture or idea" are often performance-based activities learned in isolation more focus on teaching principles and generalizations more focus on teaching facts and dates transfer through time and across cultures and transcend singular examples are focused on a single event at a single time students are asked to develop a deeper understanding students are asked to memorize provide multiple entry points for students interest and learning styles narrow focus leaves students with few ways to interact with material create integrated thinking which operates on a conceptual level unconnected information that is learned on a factual level "Conflict during civil wars""The American Civil War" Concept vs. Topic

8. Stand and Deliver 1.Please read Key Components of Essential Questions from Galeleo. 2.From the reading, choose a phrase, statement or sentence that you feel is most meaningful or powerful to you. 3.Be prepared to share it out to the larger group.

9. Stand and Deliver

10. Essential Questions “The point of school is not merely to know things but to become better at and more assertive about inquiry. Powerful questions that frame all units signal this educational aim (Wiggins & McTighe, 2011)”. “Learning to ask and pursue important questions on one’s own is the desired result, and arguably key to all genuine lifelong learning (Wiggins & McTighe, 2011).”