1. November 17, 2011 WEBINAR Sue Pearson, Co-Director The Center for Effective Learning The Power of Concepts

2. WEBINAR GOALS To explore the idea of “CONCEPT” Take this information and apply when organizing curriculum

3. The Adirondack Park is comprised of about 6.1 million acres (9,375 square miles). There's no marked boundary to the park, no "entrance gate" and no admission fee. The Adirondack Park is the largest protected area in the contiguous United States. The Adirondack Park is larger than Yellowstone, Everglades, Yosemite, Glacier, Grand Canyon and Great Smokies combined. NEW YORK-AN EMPIRE STATE OF MIND

4. The Power of Concepts What is a concept? Why focus on concepts? How do we identify concepts? How do I select a concept? How do I write a concept statement?

5. WHAT IS A CONCEPT?

6. CONCEPTS Concepts have been described as building blocks of knowledge.

7. CONCEPT: DEFINITION #1 an idea, especially an abstract idea

8. CONCEPT: DEFINITION #2 an idea of something formed by mentally combining all its characteristics or particulars; a construct.

9. CONCEPT: DEFINITION #3 an abstract or generic idea generalized from particular instances

10. CONCEPT: DEFINITION #4 perceived regularity in events or objects, or records of events or objects, designated by a label

11. CONCEPT: DEFINITION #5 A concept is an idea or mental schema that we form to represent items (objects, events, ideas) that have common attributes. http://education2.uvic.ca/Faculty/fordc/concepts.htm

12. CONCEPT ~ INFORMATION We cluster items with such commonalities into a group or class of things and give or find for each group a name.

13. WHY FOCUS ON CONCEPTS?

14. Concept: Ecosystems Being There Experiences: Missouri River Park, Bird Viewing Preserve Birds of Prey Food Chain Habitat Water Organizing Concept: All systems, living and non-living, are made up of smaller parts and/or processes. Rationale: Being able to understand and analyze the parts of a system allows one to contribute to the success of the system and its relationship to other systems. Susan Kovalik & Associates Inga Randle Concept: Survival Being There Experiences: Roosevelt School, Neighborhood Plant characteristics, soil Weather, states of matter Economics Present/Past Conflicts Concept: Form and Function Being There Experience: Bismarck Museum Inventions Electromagnetism Forces and Motion Modern Technology Concept: Systems Being There Experiences: Our Classroom, School, Community LIFESKILLS/Lifelong Guidelines Body/Brain Partnership Team Building Government Scientific Process Social Action: To raise awareness of the needs in local ecosystems and educate local authorities about positive change. Social Action: To establish a structure for schoolwide implementation and recognition of responsible citizenship. Social Action: Research a local environmental issue. Create an action plan that reflects and impacts the survival of living things in a local system. Social Action: To identify what technology is no longer functional in various systems in the community and to create an action plan to recycle those items to other systems that could use them.

15. As we have all learned from our school experiences, the brain does not automatically place details into long-term memory just because we spend hours memorizing them. Why Focus on Concepts?

16. Most of us are not very good at thinking or remembering details, not because we are stupid, lazy, or have inefficient brains, but because our neural systems have not been developed by evolution to emphasize isolated facts.

17. Any learning system that emphasizes detail acquisition over concept formation will be one in conflict with how the brain naturally processes and encodes information. Why Focus on Concepts?

18. Strong, well-established concept networks, made up of millions of interconnected neurons, provide three major components in assuring that details can be imprinted into long-term memory: Why Focus on Concepts?

19. The large numbers of neurons that make up concept networks provide a stable landing pad upon which details can attach themselves. If we do not have a conceptual understanding of something in our brain, we lack the neural material upon which details must physically affix themselves. Details must attach themselves to strong, stable, and previously acquired concept networks in order to be remembered. 1. Why Focus on Concepts?

20. The neurons and connections that make up concept networks supply mass, which then acts like a magnet, attracting the details that resonate with them. This is why the more substantial our concept networks for subjects like computers, math, history or sports, the easier it is to attract and remember important details about those concepts. 2. Why Focus on Concepts?

21. When concept networks are activated, they demand large amounts of glucose and oxygen, which, in turn, provide the fuel necessary to power the neurochemical processes that allow details to be incorporated into long- term memory. 3. Why Focus on Concepts?

22. AN EXAMPLE... To get a feeling of how having an understanding of big-picture concepts helps us encode details, quickly read the following passage:

23. With hocked gems financing him, our hero bravely defied all scornful laughter that tried to prevent his scheme. "Your eyes deceive," he had said. "An egg not a table, correctly typifies this unexplored planet." Now three sturdy sisters sought proof. Forging along, sometimes through calm vastness, yet more often very turbulent peaks and valleys, days became weeks as many doubters spread fearful rumors about the edge. At last from nowhere welcome winged creatures appeared, signifying momentous success. AN EXAMPLE...

24. Now, if three hours after reading this passage, we asked you what details you remember, you would probably recall very few. Why? Because you were never given the overall concept of this passage. AN EXAMPLE... Researchers have found that people who were informed that this passage was about Christopher Columbus' voyage to the new world remembered so much more than those who were not told.

25. SURVIVAL... Our ancestors who thought and focused on the "big-picture" had a better chance of surviving and passing their genes down to us than our ancestors who were overly focused on details. Thinking in concepts allows the brain to take quick survival action in situations that lack a high degree of certainty.

26. A brain that spends too much time amassing details before it takes action does not provide a survival advantage. Our prehistoric cousins who focused on details, like the number of hairs on a charging saber-tooth tiger, did not make it through the sieve of evolution. SURVIVAL...

27. RESEARCH: Renate and Geoffrey Caine Facts and skills that are dealt with in isolation are organized differently by the brain and need much more practice and rehearsal. The more separated information and skills are for prior knowledge and actual experience, the more dependence there must be on rote memorization and reputation. Emphasizing the storage and recall of unconnected facts is an inefficient use of the brain. Making Connections, Renate and Geoffrey Caine,

28. HOW DO WE IDENTIFY CONCEPTS?

29. ORGANIZING CONCEPT Used as an over-arching BIG IDEA for an entire yearlong theme.

30. KID-GRABBER TITLE Organizing Concept: Rationale: Component 1 Component 5 Component 2 Component 3 Component 4 Organizing ConceptComponent Concept

31. ORGANIZING CONCEPT Some concepts are global enough for use during the entire year Woven throughout YLT Over-arching BIG IDEA

32. HET CONCEPTS HAVE G.U.T.S. They are: Generalizable Understandable Transferable Succinct G.U.T.S

33. G.U.T.S. G=G ENERALIZABLE A principle or conclusion that can be used to explain specifics Pulls idea into general use

34. G.U.T.S. U=U NDERSTANDABLE Must be age-appropriate (if students have to memorize even after a being there and inquiries it is NOT age- appropriate)

35. G.U.T.S. T=T RANSFERABLE Can be transferred to new locations/situations EX: If they understand “habitat” in the rain forest, they can understand in desert/ocean

36. G.U.T.S. S=S UCCINCT Write clear, concise, to the point key points (best writing skills possible)

37. HOW DO I CHOOSE A CONCEPT?

38. SIX UNIVERSAL CONCEPTS SYSTEMS RELATIONSHIPS BALANCE/EQUITY PATTERNS CHANGE STRUCTURE Six Universal Concepts exist, and are central concepts, in all disciplines.

39. adaptation global cause/effect citizenship communication conflict change courage cycles dependence democracy discovery development diversity PATTERNS ecology economics BALANCE/EQUITY family form/func. foundation freedom function habitat SYSTEM interdependence institution judgment independence justice legacies power perspective RELATIONSHIPS progress principles stewardship survival symbolism universality STRUCTURE exploration equity CHANGE © Exceeding Expectations by Susan Kovalik & Karen D. Olsen, p. 17.6 CONCEPTUAL ORGANIZERS for a YEAR LONG THEME

40. HOW DO YOU SELECT A CONCEPT? Ask yourself these 4 questions: * Is it age-appropriate? ♥ Do I have a passion for it? © Is it required by our standards (CCSS/district/state)? ● Is there as local topic of interest related to this concept?

41. HOW DO YOU SELECT A CONCEPT? CONCEPTS * ♥©● exploration X community XXXX change XX cause/effect XX cycles XX interdependence XXXX stewardship XXX form/function XX balance XXX

42. AFTER SELECTION? A. ONE POSSIBILTY: Write a Conceptual Key Point and refer to it whenever possible during all subjects for the school year-trial period B. ANOTHER POSSIBILITY: Dive right in-work on a YLT based on this ONE concept C. A THIRD POSSIBILITY: Create a YLT with an organizing concept and Conceptual Key Points for each component (chunk) of the theme.

43. HOW DO I WRITE AN ORGANIZING CONCEPT STATEMENT?

44. An organizing conceptual statement consists of information you (your district/state) want your students to understand in relation to a particular concept. WHAT IS AN ORGANIZING CONCEPT STATEMENT?

45. CONCEPT STATEMENTS: EXAMPLES SYSTEM A SYSTEM is a collection of things and processes (and often people) that interact to perform some function. COMMUNITY A COMMUNITY is a population or body of living things occupying and interacting together in the same area. CYCLES CYCLES are the patterns that constantly repeat themselves in a timely way. DISCOVERY DISCOVERY is the act of seeing or learning about something for the first time.

46. FIND CONCEPT ATTRIBUTES: INTERDEPENDENCE mutuality: a reciprocal relation between interdependent entities dependence between two or more people, groups, or things Interdependence is the condition of a group of people or things that all depend on each other. http://www.thefreedictionary.com/interdependence

47. CONCEPT: RATIONALE An underlying reason Fundamental reasons; the basis Explanation of the logical reasons or principles employed in consciously arriving at a decision HET MODEL: Responsible citizenship

48. ORGANIZING CONCEPT STATEMENT: INTERDEPENDENCE Interdependence is when people, animals, organizations or things depend on each another. Responsible citizens understand that each of us needs others as much as they need us. They also realize that each of our actions effects others. http://www.thefreedictionary.com/interdependence

49. Interdependence is when a reciprocal relation exists between interdependent entities (objects or individuals or groups). Since interdependence can generate either positive or negative results, responsible citizens need strategies to build up the positive and beat down the negative. http://www.thefreedictionary.com/interdependence ORGANIZING CONCEPT STATEMENT: INTERDEPENDENCE

50. Interdependence is a biological term now applied to various fields of study. It deals with how different organisms, groups or organizations interact and depend on each other for survival. Learning about this concept enables students to understand the rights and responsibilities of citizens of a democracy, and to appreciate the importance of active citizenship. http://www.thefreedictionary.com/interdependence ORGANIZING CONCEPT STATEMENT: INTERDEPENDENCE

51. Concept: Community A set of relationships Based on proximity, characteristics, similarities Sharing of common goals/identities/interests A group of plants and animals living and interacting with one another in a specific region under relatively similar environmental conditions. The region occupied by a group of interacting organisms. A body of individuals living in a defined area or having a common interest or organization

52. A community consists of a body, group, or set that exists and interacts in the same area. If one thing (or part) changes or ceases to exist, it can affect the rest of the community, possibly even changing the way the community functions. Responsible citizens monitor people, nature, mechanical and other types of communities to make sure that any actions support the forward movement of the community. ORGANIZING CONCEPT STATEMENT: COMMUNITY

53. A community consists of a body, group or set that exists and interacts in the same area. If one thing (or part) changes or ceases to exist it can affect the rest of the community, possibly even changing the way the community functions.

54. A WHOLE NEW WORLD THE WORLD BENEATH MY FEETTHE WORLD ABOVE MY HEAD THE WORLD WITHIN MY REACH All About Me Concept: Community Being There Location(s): Classroom, City Hall Social/Political Action Project: “Help the Homeless” Concept: Cycles Being There Location(s): Playground, Nursery Social/Political Action Project: “Nature’s Plow ” Concept: Change Being There Location(s): TV Station, Planetarium, Zoo Social/Political Action Project: “The Heat is On” Concept: Cause and Effect Being There Location(s): Home Depot, Lake, Water Treatment Facility, School Social/Political Action Project: “Water Conservation” Earthworms Rocks/Soil Weather and Seasons Sun, Moon, Earth Animals and their Habitats Magnets Matter Ponds, Lakes, and Oceans Plants Alisa Braddy, K – 2, Susan Kovalik &Associates©2008 Landforms and Earth’s Resources Economics: Goods/Services Wants/Needs ORGANIZING CONCEPT: A community is a group of living and non-living things who interact and occupy the same area. The members of a community interact with each other in order to meet their basic needs and to survive. The actions of one affect the community as a whole. RATIONALE: When students experience their environment and realize that all living things in any type of community are dependent upon each other, then they begin to better understand themselves and their important role as responsible citizens who affect the local community and of the global community. They will then be better equipped to take action to impact their communities. Government: Local and State (symbols, historical figures) Communities: Home School Neighborhood Lifelong Guidelines LIFESKILLS WHERE FROM Long Ago Stepping into the Future

55. Systems, Systems, Everywhere Nature’s SystemIt’s Systematic! Modifying the System Human Systems Visit Local System At Home Away From Home Organizing Concept: Systems-A system is a group of interacting, interrelated or interdependent elements forming or regarded as forming a collective entity. Rationale: A system runs because of the interaction of all of its parts, each playing a specific role in the operation of the system. Our day to day living depends on the successful operation of countless systems. Understanding these systems leads to a better understanding of the world around us. Colonial Day and Visit Science Central It Doesn’t Work! Make It Better! Visit a Scientist The Scientific Method The Math Process Visit Recycling Plant Balanced Ecosystems Upsetting the System Visit Exchange City and McMillen Health Center Systems in Humans Humans in Systems 5 th Grade Salamonie School A System of Checks and Balances Universality SystemsForm/Function Diversity Revolution

56. “AT THE GARDEN GATE” Before the Gate Creepers & Crawlers Up From the Ground Gliders & Flyers Location: School Building Location: School Grounds Location: Merritt Island Wildlife Refuge Location: School Grounds Rockledge Gardens LIFESKILLS Lifelong Guidelines Community Building Your Home Soil Snails Snakes Worms Water Cycle Flowers & Plants Pill Bugs Ants Bees Birds Squirrels Butterflies/Moths Weavers & Hoppers Spiders Grasshoppers Frogs & Toads Margaret Santa Lucia, Susan Kovalik & Associates Location: School Grounds & Walls Organizing Concept: Survival- SURVIVAL is the act or fact of continuing to exist in spite of difficulties or danger. Rationale: Responsible citizens need to understand how the habitats of living things are designed to meet their basic needs in order to survive and function. Knowing this, providing guidance and passing laws can provide help as needed.

57. “CITY PLACES & COUNTRY SPACES” Organizing Concept: Similarities and differences are distinctions or resemblances something has when compared to something else. Rationale: Observing and comparing similarities and differences is key to helping us interpret and understand the world. Students can learn about things by observing what they are made of, how they are put together, what they do, and how they are similar and different. KINDERGARTEN/ FIRST GRADE CURRICULUM Pam Brooks In My School Locations: School All About Me New Friends & New School Community Lifelong Guidelines Procedures & Class Agreements In A Neighborhood Locations: Grocery Store, Neighborhood Walk, City Bus Tour Wants and Needs My House & Your House Oh, The Places We Go! Out in the Country Locations: Wooded Park, Farm Sights & Sounds of the Country On the Farm Sights & Sounds of the Woods All Around the City Locations: Downtown area, Hotel, City Street Our City, Tulsa Work in the City Transportation Around the City Down by The Water Locations: Neighborhood and Park Ponds Water Wonders Exploring the Pond & Pond Wildlife Helping the Earth Out in the Garden Locations: Outdoor Classroom and Garden Center Plants & Flowers Insects & Life Cycles Soil & Earthworm Discoveries

58. Cathy Barron, Susan Kovalik & Associates BUILDING OUR COMMUNITY People and Places of Powder Springs Working in Powder Springs Powder Springs Long Ago Concept: Form and Function Being There Locations: Seven Springs Museum, Historic Downtown Powder Springs Speakers: Banker, Chamber of Commerce speaker Social Action: Design materials to inform the community about the historic buildings in the community. * BUILDING BRIDGES A Safe Place Building Community Ant Cities Concept: Form and Function Being There Locations: School, Classroom Guest Speakers: Principal, Orkin Man, Master Gardener Social Action: To educate the community about environmentally friendly ways to keep our homes, schools, and businesses ant free, making them nicer places to live, work and play. BUILDING A COZY NEST Bird Basics Family Life Birds in Trouble Concept: Form and Function Being There Location: School Grounds Guest Speakers: Naturalist, Local Audubon Society Social Action: To build bird feeders/houses and install them in local parks and gardens to increase our bird population and to make these locations a more enjoyable place to be. BUILDING A HABITAT Butterfly Beginnings Garden Basics Celebration of Learning Concept: Form and Function Being There Locations: Outdoor Classroom, Powell Gardens Guest Speaker: Naturalist/Master Gardener Social Action: To construct a butterfly garden on the school grounds to bring in butterflies, creating a pleasant environment to work and play. Social Action Project: To create community awareness or to build structures in the community that will directly impact how people in the community live, work, and play. Organizing Concept: “Form & Function” relates to the way something exists or takes shape and what special purpose or action it can do. Rationale: Studying how the form of something living or non-living relates to its function will enable responsible citizens to understand how living things meet their basic needs to survive and non-living things help humans live, work, and play more efficiently.

59. Organizing Concept: Change is the ongoing process by which people, places, or things are modified, transformed, and/or replaced. Rationale: By understanding change, responsible citizens are better able to make educated decisions that have a positive impact on ourselves and the world around us. “Stand Up”: The Physics of Motion Newton’s Laws “Taking a Stand with Energy”: Alternative Energy Sources Variables “Studying Ourselves”: Molecular Basis of Heredity Genetic Engineering Consumer Health Statistical Inference Make a Difference! Concept: Interdependence Take a Stand! Concept: Cause & Effect Create It! Concept: Form & Function Find Your Voice! Concept: Change Sampling “You must be the change you wish to see in the world.” Mahatma Gandhi Standard Deviation Angle Analysis Polyhedrons Equations Expressions Amie Hanks Math/Science High School Susan Kovalik & Associates © 2006 Being There Locations: Hospital, Grocery Store Social Action: Present your plan to positively change the world and environment around you. Being There Locations: Waste water treatment, Weather station, BLM Social Action: Create a plan to educate others about natural resources and conservation Being There Location: Energy Generating Station Social Action: Educate your classmates and School Administration about alternative energy sources that are effective in your community. Being There Locations: Newspaper, TV Station, City Hall, Mayor’s office Social Action: Implement a program to activate change by educating business and political leaders in your community. “Social Action/ Science Fair” Culminating Project Portfolio Review “So What Are we Made of?” Structures & Properties of Matter Weighted Percents Chemistry- “The Basics of Design through Water Quality”: Solubility Bonding Structures Rate of Change Energy Conservation

60. Organizing Concept: Diversity means to be different. It is what makes everything special and unique. Rationale: Understanding diversity helps us recognize and appreciate the differences in people, places, things, and ideas. It’s okay to be different! Developed by: Grade One, Mary Blount Elementary, Blount County, TN, ITI Coach, Patty Harrington, Susan Kovalik & Associates The Bear Necessities (animals, civic responsibility) It’s Raining Cats and Dogs (weather, seasons) On Top of ‘Ole Smoky (landforms, earth resources) Being There: Sugarlands Visitor’s Center Concept: Relationships Social Action: Appalachian Bear Rescue, Clean and Green II. Traveling the Smoky Mountain Trails IV. Maintaining the Trail in Cades Cove The Price Is Right (economics, goods and services) Follow Me to Tennessee (plants, culture) Being There: Cades Cove Cable Mill Area Concept: Community Social Action: Clean and Green, Friends of the Smokies III. Staying on the Trail in Blount County We, the People (government, historical people) America, the Beautiful (maps, pollutants, matter) Grand ‘Ole Flag (symbols) Being There: Justice Center, Landfill Concept: Citizenship Social Action: Clean and Green I. Blazing the Trail At Mary Blount Elementary The Brainy Bunch (LLG/LS, MI, brain research) It’s All About Me (individual, senses) We Are Family (family, school) Being There: Mary Blount Elementary Concept: Diversity Social Action: Clean and Green

61. "When people think seriously they conjure up simplified pictures of reality called concepts, theories, models and paradigms. Without such intellectual constructs, there is, as William James said, only "a blooming, buzzing, confusion." Harvard professor and author Samuel P. Huntington

62. The Power of Concepts What is a concept? Why focus on concepts? How do we identify concepts? How do I select a concept? How do I write a concept statement?

63. WEBINAR GOALS To explore the idea of “CONCEPT” Take this information and use when organizing curriculum

64. NEXT STEPS: Revisit any concepts you are already using for: Age-appropriateness Personal passion Required by state/district Local connection

65. Schools Exceeding Expectations “Making a Difference in the World” Excellence in Education April 26-28, 2012 Site: Lone Tree, CO On-Site School: Lone Tree Elementary School http://schools.dcsdk12.org Select Lone Tree Visit: http://www.thecenter4learning.com/html/events/2011/see.htm

66. “OPEN” Model Teaching Week June 18-22, 2012 OPEN to all Inexpensive way for a school district to introduce model Huntington County Community Schools Corporation-SEE 2010 Chuck Grable and Adam Drummond http://www.thecenter4learning.comhttp://www.thecenter4learning.com Choose “Events”, then MTW

67. HET SUMMER INSTITUTE July 15-18, 2012 All levels of HET model Granlibakken Conference Center, Lake Tahoe, CA Appropriate for ALL educators 4 days of interactive sessions in pristine environment http://www.granlibakken.com/ http://www.thecenter4learning.comhttp://www.thecenter4learning.com Choose “Events”, then Summer Inst.

68. HAPPY HOLIDAYS FROM ALL OF US TO YOU AND YOUR FAMILIES! Linda Jordan Sue Pearson Alisa Braddy Patty Harrington Jill Hay T.J. Mears Denise White Jill White Adam Drummond Chuck Grable Nita Delk Deb Schweikl

69. Sue Pearson susanpiti@aol.com The Center for Effective Learning www.thecenter4learning.com