november 17, 2011 webinar sue pearson, co-director the center for effective learning the power of...
TRANSCRIPT
November 17, 2011WEBINAR
Sue Pearson, Co-DirectorThe Center for Effective
Learning
The Power of Concepts
WEBINAR GOALSTo explore the idea of “CONCEPT”
Take this information and apply when organizing curriculum
• 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
WHAT IS A CONCEPT?
CONCEPTSConcepts have been described as building blocks of knowledge.
CONCEPT: DEFINITION #1
an idea, especially an abstract idea
CONCEPT: DEFINITION #2an idea of something formed by mentally combining all its characteristics or particulars; a construct.
CONCEPT: DEFINITION #3an abstract or generic idea generalized from particular instances
CONCEPT: DEFINITION #4perceived regularity in events or objects, or records of events or objects, designated by a label
CONCEPT: DEFINITION #5A 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
CONCEPT ~ INFORMATIONWe cluster items with such commonalities into a group or class of things and give or find for each group a name.
WHY FOCUS ON CONCEPTS?
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: SurvivalBeing There Experiences: Roosevelt School, Neighborhood• Plant characteristics, soil • Weather, states of matter• Economics• Present/Past Conflicts
Concept: Form and FunctionBeing There Experience: Bismarck Museum• Inventions• Electromagnetism• Forces and Motion• Modern Technology
Concept: SystemsBeing 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 longerfunctional in various systems in the community and to createan action plan to recycle those items to other systems that could use them.
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?
Why Focus on Concepts?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.
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?
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?
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?
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?
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?
AN EXAMPLE . . . To get a feeling of how having an understanding of big-picture concepts helps us encode details, quickly read the following passage:
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 . . .
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 . . .
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.
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. . .
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,
HOW DO WE IDENTIFY CONCEPTS?
ORGANIZING CONCEPTUsed as an over-arching BIG IDEA for an entire yearlong theme.
KID-GRABBER
TITLE
Organizing Concept:Rationale:
Component 1
Component 5
Component 2
Component 3
Component 4
Organizing Concept
Component Concept
Component Concept
Component Concept
Component Concept
ORGANIZING CONCEPT• Some concepts are global enough
for use during the entire year• Woven throughout YLT• Over-arching BIG IDEA
HET CONCEPTS HAVE G.U.T.S.
They are:• Generalizable• Understandable• Transferable• Succinct
G.U.T.S
G.U.T.S.G=GENERALIZABLEA principle or conclusion that can be used to explain specificsPulls idea into general use
G.U.T.S.U=UNDERSTANDABLEMust be age-appropriate (if students have to memorize even after a being there and inquiries it is NOT age-appropriate)
G.U.T.S.T=TRANSFERABLECan be transferred to new locations/situationsEX: If they understand “habitat” in the rain forest, they can understand in desert/ocean
G.U.T.S.S=SUCCINCTWrite clear, concise, to the point key points (best writing skills possible)
HOW DO I CHOOSE A CONCEPT?
SIX UNIVERSAL CONCEPTS
SYSTEMSRELATIONSHIPS
BALANCE/EQUITY
PATTERNSCHANGESTRUCTURE
Six Universal Concepts exist, and are central concepts, in all disciplines.
• 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
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?
HOW DO YOU SELECT A CONCEPT?
CONCEPTS * ♥ © ●exploration X
community X X X X
change X X
cause/effect X X
cycles X X
interdependence X X X X
stewardship X X X
form/function X X
balance X X X
AFTER SELECTION?A. ONE POSSIBILTY:Write a Conceptual Key Point and refer to it whenever possible during all subjects for the school year-trial periodB. ANOTHER POSSIBILITY:Dive right in-work on a YLT based on this ONE conceptC. A THIRD POSSIBILITY:Create a YLT with an organizing concept and Conceptual Key Points for each component (chunk) of the theme.
HOW DO I WRITE AN ORGANIZING CONCEPT STATEMENT?
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?
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.
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
CONCEPT: RATIONALEAn underlying reasonFundamental reasons; the basis
Explanation of the logical reasons or principles employed in consciously arriving at a decision
HET MODEL: Responsible citizenship
ORGANIZING CONCEPT STATEMENT:
INTERDEPENDENCEInterdependence 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
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
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
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
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
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.
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/SoilWeather and Seasons
Sun, Moon, Earth
Animalsand theirHabitats
MagnetsMatter
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 GuidelinesLIFESKILLS
WHEREFROM
Long AgoStepping into the Future
Systems, Systems,
Everywhere
Nature’s System
It’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
5th Grade Salamonie School
A System of Checks and Balances
Universality
Systems Form/Function
Diversity
Revolution
“AT THEGARDEN GATE”
Before the Gate Creepers &
Crawlers
Up From theGround
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.
“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 SchoolLocations: School• All About Me• New Friends & New School Community• Lifelong Guidelines• Procedures & Class Agreements
In A NeighborhoodLocations: Grocery Store, Neighborhood Walk, City Bus Tour• Wants and Needs• My House & Your House• Oh, The Places We Go!
Out in the CountryLocations: Wooded Park, Farm• Sights & Sounds of the Country• On the Farm• Sights & Sounds of the Woods
All Around the CityLocations: Downtown area, Hotel, City Street• Our City, Tulsa• Work in the City• Transportation Around the City
Down by The WaterLocations: Neighborhood and Park Ponds• Water Wonders• Exploring the Pond & Pond Wildlife• Helping the Earth
Out in the GardenLocations: Outdoor Classroom and Garden Center• Plants & Flowers• Insects & Life Cycles• Soil & Earthworm Discoveries
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 SpringsSpeakers: Banker, Chamber of Commerce speakerSocial 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 FunctionBeing There Locations: School, ClassroomGuest Speakers: Principal, Orkin Man, Master GardenerSocial 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 FunctionBeing There Location: School GroundsGuest Speakers: Naturalist, Local Audubon SocietySocial 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 FunctionBeing There Locations: Outdoor Classroom,Powell GardensGuest Speaker: Naturalist/Master GardenerSocial 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.
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 HealthStatistical 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
EquationsExpressions
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
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: RelationshipsSocial 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 AreaConcept: CommunitySocial Action: Clean and Green,
Friends of the Smokies
III. Staying on the Trail in Blount CountyWe, the People (government, historical people)
America, the Beautiful (maps, pollutants, matter)Grand ‘Ole Flag (symbols)
Being There: Justice Center, LandfillConcept: CitizenshipSocial 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: DiversitySocial Action: Clean and Green
"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
WEBINAR GOALSTo explore the idea of “CONCEPT”
Take this information and use when organizing curriculum
NEXT STEPS:Revisit any concepts you are already using for:
Age-appropriateness Personal passion Required by state/district Local connection
Schools Exceeding Expectations
“Making a Difference in the World”Excellence in Education
April 26-28, 2012Site: Lone Tree, CO
On-Site School: Lone Tree Elementary School
http://schools.dcsdk12.orgSelect Lone Tree
Visit: http://www.thecenter4learning.com/html/events/2011/see.htm
“OPEN” Model Teaching Week
June 18-22, 2012OPEN to allInexpensive way for a school district to introduce model
Huntington County Community Schools Corporation-SEE 2010
Chuck Grable and Adam Drummond
http://www.thecenter4learning.com Choose “Events”, then MTW
HET SUMMER INSTITUTE
July 15-18, 2012All levels of HET modelGranlibakken Conference Center, Lake
Tahoe, CAAppropriate for ALL educators4 days of interactive sessions in pristine
environmenthttp://www.granlibakken.com/
http://www.thecenter4learning.com Choose “Events”, then Summer Inst.
HAPPY HOLIDAYSFROM 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
