Understanding Concepts EDCP 331 Shape of the Class

Understanding Concepts EDCP 331

Shape of the Class Hook Concept Lesson Group unit planning time Looking Forward

Hook Should we, as teachers, embrace the flipped classroom? http: //www. ted. com/talks/salman_khan_let_s_use _video_to_reinvent_education. html 5: 30 - 12: 20

Due dates and Process Unit plans and lesson plans (with all supporting materials are to be handed in on the last class, electronically). One group member will be responsible for e-mailing me (and all group members) one e-mail that contains all the pertinent documents. Please include the section number or cohort name in the subject line.

The Flipped Classroom Should we, as teachers, embrace the flipped classroom? Why or why not? Do you agree with BYOD?

A Few Tips on Lesson Planning An objective is very different than a PLO – what is the difference? Assessment – please use the language that you learned (AS/OF/FOR – and elaborate on how you will be using it). Be sure to fill out all the components identified in the rubric before handing it in. If you are using a video – provide a link or the title at the very least.

Forming Concepts Social Studies as a subject deals with hundreds of different concepts. What are concepts? (in your own words…) Take out a piece of paper and brainstorm some. Examples: bias, change, co-operation, human rights, perspective, etc.

Different Ways to Learn About Concepts 1 - Concept recognition: teacher identifies attributes and gives examples and non-examples of the concept. 2 - Concept attainment (Data Set): teacher supplies items that are identified either as examples or non- examples and the students have to figure out what the attributes that distinguish the categories. 3 - Concept formation: teacher supplies neither examples, nor attributes. Instead the students create their own conceptual categories by sorting the items and explaining the attributes that distinguish their groupings.

“MUFFS” Data Set Example What Attributes do MUFFS have? -4 squares Triangle head

Data Set: Line What is the definition of a line? • A path traced by a moving point or a mark, streak, scratch or stroke. • A line may be horizontal, vertical, diagonal, thick, thin, curved, fuzzy, clean or implied.

Which of the three is this video? http: //www. youtube. com/watch? v=0 j. PHzkbva. EQ

Data Set (Concept Attainment) What are some critical attributes of renewable and non-renewable resources?

Renewable or Non Renewable Resource? Non- Renewable

Renewable or Non Renewable Resource? Renewable

Renewable or Non Renewable Resource? Non. Renewable

Renewable or Non Renewable Resource? Non. Renewable

Renewable or Non Renewable Resource? Renewable

Renewable or Non Renewable Resource? Renewable

Renewable or Non Renewable Resource? Renewable

Critical Attributes What are the critical attributes of renewable resources? Energy that is produced from naturally replenishable or infinite sources such as the sun, wind and water are considered renewable resources. Renewable electricity generation has a lower impact on the environment than fossil fuel and nuclear power facilities because they emit little or no emissions, they do not need to be mined or extracted, and do not produce harmful radioactive waste.

Concept Formation Sitting in a large group (of 8 - 10) take off one of your shoes and place it on the table. Try to come up with what the attributes of a shoe are AND try to come up with different conceptual categories (example: sandals, boots, etc.

What is the Concept? (+) obeying the law (-) free speech (+) paying taxes (-) remain silent (+) military service (-) obtain a driver's license (+) serving on a jury What is the concept? Civic Responsibility

Your Task You are asked to get in to a group of 3 -4. With your partner, pick a grade and identify some important concepts within our Social Studies courses that students may have difficulty understanding. Have a look at the new curriculum which is based on concepts. Then you are asked to develop a data set/concept attainment or formation for one of the concepts. Come up with 3 to 4, positive and 3 -4 negative examples What are the critical attributes of your concept? (Don’t share these with the group until they have figured it out on their own) You may create a version with visuals (electronically) or hard copy version.

Your Task (con’t) Two groups should now join and ask each other to identify the concept and critical attributes. Give each other feedback– does it work or not? Class share.

Next class We will be having a closing class ceremony and looking at how we can bring 21 st Century learning in to our Social Studies classrooms. Assignments are due next week – electronically only. Please be sure to check the course outline’s rubric before submitting your assignment.