The ConceptDriven Curriculum Sam Rodgers By the end

+ The Concept-Driven Curriculum Sam Rodgers

By the end of this workshop you should: Know what a concept is and the role they play in a concept driven curriculum. Understand how to use concepts to focus and deepen a unit of work. Do Transfer the learning from our session into future planning and classroom practice to improve student learning outcomes. *

+ Some of the questions we will consider. . . • What is a concept? • How can we move from a 2 -D to a 3 -D model for curriculum to foster thinking classrooms? • How is knowledge structured? • How do we scaffold thinking from factual/skill-based to conceptual levels? • What are three levels of questioning? *

* On the shoulders of giants… Dr Lynn Erickson IBO Dr Daniel Willingham

* FRAYER MODEL DEFINITION CHARACTERISTICS CONCEPTS EXAMPLES NON-EXAMPLES

* Concepts are: ● universal ● timeless ● Abstract ● Foundational organisers ● Form the basis for inquiry

+ * Concept or not? • • • Amazon rainforest ecosystem Iraq war Picasso Change Systems Habitat Value Order Power ● ● ● ● ● Family Culture Chinese migration Dinosaurs Human rights Persuasion Revolution Model Cooperation

+ Why a concept driven curriculum? What do the experts say? http: //www. youtube. com/watch? v=A 7 Unup. F-u. Jk *

* Preparing our students. . . “The world is moving at a tremendous rate. Going no one knows where. We must prepare our children, not for the world of the past. Not for our world. But for their world. The world of the future. ” John Dewey

* Nurturing International mindedness: In a world of increasingly interconnection and complexity, learning in [conceptual] context provides students with opportunities to explore multiple dimensions of global challenges and encourages them to develop creative solutions. Source: Developing MYP Units (2014: 9)

The Paradigm Shift for Teachers *

* Two dimensional -> Three dimensional curriculum Two dimensional curriculum: what students must know: facts What students must be able to do: processes and skills organised by themes or topics • • • Shortcomings? limits transference - facts are often locked in place, time and / or specific context often do not meet the needs of 21 C learners • •

* Two dimensional -> Three dimensional curriculum: Organises essential facts, processes and skills according to concepts and conceptual generalisations • • • lays the cognitive framework for transferring making deep connections, and; develops intellectual capacities to manage complex problems and ongoing change with confidence

The Structure of Knowledge The westward movement European settlers migration to the North American

The Structure of Knowledge * Migration, needs, opportunity, freedom The westward movement European settlers

The Structure of Knowledge * Migration is psychologically driven to meet an internal need Migration, needs, opportunity, freedom The westward movement European settlers migration to the North American west coast © 2010 H. Lynn Erickson

The Structure of Knowledge * Migration is psychologically driven to meet an internal need Migration, needs, opportunity, freedom Migrations Post-Vietnam War refugees; Chinese, Indian, Korean Diasporas; European colonisation of Asia & Australia © 2010 H. Lynn Erickson

The Structure of Knowledge * Celebrations unify people Celebrations, cultures Spring and Lantern festivals Chinese festivals, Lysee, lion dance, fireworks, reunion dinner, myths and legends © 2010 H. Lynn Erickson

The Structure of Knowledge * Celebrations unify people Celebrations, cultures Christmas, Ramadan, Holi, Deepavali Festivals, temples, churches, gifts, food, ceremonies, offerings, myths and legends © 2010 H. Lynn Erickson

* To develop the intellect and increase motivation for learning, curriculum and instruction must create a “synergy” between the factual/ skill and conceptual levels of thinking. © 2010 H. Lynn Erickson Cartoons by David Ford davidford@cablespeed. com

* Building on the PYP. . . Source: International Baccalaureate Primary Years Programme: The unique benefits of the PYP. Source: http: //www. ebinternacional. org/userfiles/PYPPPt. IBwebsite 81203 sp. pdf accessed Feb 4, 2014

* PYP -> 11 -16 curriculum -> DP curriculum PYP concepts: • • Form Function Causation Change Connection Perspective Responsibility Reflection MYP key concepts: • • Aesthetics Change Communication Communities Connections Creativity Culture Development MYP key concepts: • • Form Global interactions Identity Logic Perspective Relationships Systems Time, place and space

* Related Concepts Key concepts: are broad, organizing, powerful ideas that have relevance within and across subjects and disciplines, providing connections that can transfer across time and culture. Related concepts: grounded in specific disciplines, explore key concepts in greater detail, providing depth to the programme. They emerge from reflection on the nature of specific subjects and disciplines, providing a focus for inquiry into subject-specific content.

* Language and literature Audience Intertextuality Setting Characters Point of view Structure Context Purpose Style Genres Self-expression Theme

* Language acquisition Accent Audience Context Form Function Meaning Patterns Purpose Structure Convention Message Word Choice

* Economics Choice Consumption Equity Growth Model Poverty Resources Scarcity Sustainability Globalisation Power Trade

* History Causality (cause and consequence) Civilization Conflict Culture Governance Identity Innovation and revolution Interdependence Perspective Cooperation Ideology Significance

* Design Adaptation Collaboration Ergonomics Form Function Innovation Markets and trends Perspective Resources Evaluation Invention Sustainability

Generalisation = * Essential Understanding Two or more concepts in a relationship. . .

+ * EXAMPLES

+ * SOCIAL SCIENCE All cultures have celebrations

+ * SOCIAL SCIENCE Celebrations express traditions of a culture All cultures have celebrations

+ * SOCIAL SCIENCE Traditions help to unify a culture Celebrations express traditions of a culture All cultures have celebrations Key concept: communities Related concepts: traditions (identity)

+ * SOCIAL SCIENCE Severe disruption of a community’s social and economic infrastructure leads to feelings of loss, anxiety, confusion and anger Natural disasters disrupt the social and economic infrastructure of a community Natural DIsasters impact a community Key concept: communities Related concepts: resources

+ * SOCIAL SCIENCE Nations with a strong economy wield greater political power in global interactions Advances in technology lead to the development of new products and materials which can strengthen the Key concept: global economy of a society interactions Related concept: power Advances in technology impact a society

+ * Physical Education Creativity, shape and structure determine the quality of performance (movement) Combined, creativity and structure lead to high quality choreographic performances. Gymnastic performances are influenced by creative ability. Key concept: Movement Related concepts: Creativity and structure

+ * Sciences Scientific development enable societies to exploit and transform systems Key concept: development Related concept: Transformation

* “Teaching to this level will raise academic standards because we are teaching to deeper conceptual specificity. ” Lynn Erickson

* “Level 3 can be used to differentiate and challenge advanced learners, or you may wish to take all learners through to Level 3. ” Lynn Erickson

+ Types of Guiding Questions. . . ■Factual – (Students will know…. do……) ■ In what ways did early European explorers disrupt Indigenous cultures? ■Conceptual - (Students will understand) ■ Why do nations desire to explore? ■Provocative – (Debatable) ■ Is all exploration beneficial? *

+ Types of Guiding Questions… Physical Education ■Factual – (Students will know…. do……) ■ What are the concepts behind gymnastic performance? ■Conceptual - (Students will understand) ■ How does understanding of theory of choreography support performance? ■Provocative – (Debatable) ■ Does having skills in choreography and ability make us more creative? *

+ Types of Guiding Questions… Sciences ■Factual – (Students will know…. do……) ■ How is the genetic information transferred from parent to offspring? What is the evidence for evolution? ■Conceptual - (Students will understand) ■ How does the process of natural selection determine the direction of evolution? ■Provocative – (Debatable) ■ Does our genetic inheritance determine our potential? *

+ Types of Guiding Questions… Mathematics ■Factual – (Students will know…. do……) ■ What are angles and transversals? ■Conceptual - (Students will understand) ■ What is the relationship between angles and transversals? ■Provocative – (Debatable) ■ Does the knowledge of angles and shapes facilitate creativity? *

+ Your Turn…. . ■Factual – (Students will know…. do……) ■Conceptual – ■Provocative (Students will understand) – (Debatable) *

Moving from traditional to conceptual activities in your classroom *

* Activity or Performance?

* Next steps If you would like time to have a subject specific teacher work with you and your team on unit planning please let me know and I will arrange.

* Back to the 1 -5 rating - Can you now tick where you are in terms of your understanding?