by edtosavetheworld | Jun 11, 2020 | LTT, Stage 3: Conceptual Understanding
By Nathalie Lauriault Lire en français ici. Some language teachers claim that students should spend a lot of time on repetition and memorization of vocabulary words before they ever do any type of thinking about content. However, it helps to think about teaching a new...
by edtosavetheworld | Oct 14, 2015 | Stage 3: Conceptual Understanding
You’ve read all the books (or at least a few blog posts) on concept-based curriculum. You’ve reoriented your lessons to serve conceptual goals. You’ve sketched out the most important facts, topics, concepts, and theories for each unit. You have...
by edtosavetheworld | Oct 8, 2015 | Stage 3: Conceptual Understanding
Last week we posted a general outline of teaching students to learn conceptually. Today we apply the outline to an actual class — 6th grade social studies. Here’s the context: The teacher worries that it might feel abrupt to suddenly begin being explicit...
by edtosavetheworld | Oct 5, 2015 | Stage 3: Conceptual Understanding, Testing and Assessments
Teacher feedback on student work can be a powerful tool to dramatically improve student learning BUT the quality must be good or it can actually have negative effects on student growth. Many researchers and authors give attention to this significant topic. We like...
by edtosavetheworld | Oct 2, 2015 | Stage 3: Conceptual Understanding
Here is a simple protocol we can use after we’ve taught a conceptual lesson to reflect on how it went: What was the conceptual relationship (intended goal of the lesson)? How well did the questions and activities help students to discover that relationship? Why...
by edtosavetheworld | Oct 1, 2015 | Stage 3: Conceptual Understanding
NOTE: This blog, as all our other blogs on conceptual learning, is based on the work of H. Lynn Erickson and Lois A. Lanning. Planning is done. You have around 3 – 5 powerful statements of conceptual relationships, a conceptual lens, questions that lead to...
