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...
by edtosavetheworld | Sep 17, 2015 | Stage 3: Conceptual Understanding
Once you have a beautifully written statement of conceptual relationships, or even if you don’t(!), you can still be a concept-based teacher if you follow this simple advice: Much like Optimus Prime transforms himself from a semi-truck to an all-powerful robot...
by edtosavetheworld | Aug 28, 2015 | Stage 3: Conceptual Understanding
A few years ago, my colleague Dave made these amazing stickers to help the concept-based model “stick” in teachers’ brains. They were oh-so-simple, but oh-so-effective. We had read chapters and chapters on concept-based curriculum and instruction...
by edtosavetheworld | Aug 27, 2015 | Stage 3: Conceptual Understanding
When we started designing concept-based curriculum, the folks in the humanities jumped on board pretty quickly. Our science teachers, especially earth science and biology, were game right away too. The procedure-heavy disciplines, though, were tougher. Many foreign...
by edtosavetheworld | Aug 25, 2015 | Stage 3: Conceptual Understanding
When we work with teachers to shift toward concept-based instruction things tend to follow a distinct pattern, a roller coaster that flows from over-excitement to near abandonment and back again. First, there is incredible eagerness and enthusiasm. This makes so much...
