by edtosavetheworld | Jul 25, 2014 | Book Club, Stage 3: Conceptual Understanding
How do you assess deep thinking? Conceptual understanding? A descriptive and clear rubric can transform learning by providing the learners with clear feedback about where they fall within a spectrum. And it serves as an important guide for scoring student work....
by edtosavetheworld | Jul 23, 2014 | Stage 3: Conceptual Understanding
In their new book, Transitioning to Concept-Based Curriculum and Instruction authors Lynn Erickson and Lois Lanning outline the steps necessary to create and implement a concept-based curriculum. The first chapter outlines why traditional content objectives are...
by edtosavetheworld | May 7, 2014 | Stage 3: Conceptual Understanding
This week we peek in on one of our wonderful colleagues, a high school music teacher, who started with this big, conceptual understanding for one of his units of study: Music is the organization of sound and silence. In order to help students deeply understand this,...
by edtosavetheworld | May 6, 2014 | Stage 3: Conceptual Understanding
One common question from ELA teachers thinking about concepts-based teaching and learning is whether they should focus on the concepts or the skills. To think about that a little more compare these two approaches for designing text-dependent questions:Approach...
by edtosavetheworld | May 5, 2014 | Stage 3: Conceptual Understanding
If you’ve been tasked with teaching the Common Core math standards, you have probably been struggling with its increased conceptual focus. What does it mean to teach math conceptually? How are we supposed to teach for conceptual understanding while continuing to...
by edtosavetheworld | Feb 27, 2014 | Stage 3: Conceptual Understanding
When we think about the difference between novices and experts, usually we think about the distinctions between the products these two groups create. Experts compose lengthy, eloquent analysis with 1″ margins and double spaced lines. Novices write fragments and...
