and Instruction for the Thinking Classroom
Lynn Erickson expands our understanding of the conceptual
level of knowledge, thinking, and understanding. In this highly interactive
session, Dr. Erickson will challenge your mind as she contrasts a
three-dimensional concept-based curriculum and instruction model with the worn out two-dimensional coverage model. You will see and discuss DVD clips of three-dimensional, concept-based teachers instructing students in different grade levels and subject areas. You will learn specific, practical instructional strategies that engage the hearts and minds of students.
You will learn answers to questions like these:
- How are knowledge and process structured and how can we
use these structures to develop the intellect?
- How can we move to a three-dimensional curriculum and instruction model that allows us to compact the overloaded curriculum, and teach both factual, skill and conceptual understanding with greater depth and rigor?
- What is a conceptual lens and how can we use it to develop higher levels of thinking and increased motivation for learning?
- How can we design instruction to achieve synergistic thinking between the lower and higher levels of knowledge and understanding?
- How do we scaffold thinking to deeper levels?
- How do we develop different kinds of guiding questions to path student thinking from the factual/skilll to the conceptual level of understanding?
- What is the difference between a lower level Activity and an exhibition of Deep Understanding?
- What does concept-based instruction “look like” in the classroom?
Concept-based curriculum and instruction is not a program. It leaves the design of curriculum and instruction to teachers, but informs and reinforces quality curriculum design and pedagogy.
POTENTIAL AUDIENCES : k-12 teachers, principals and assistants, central
office curriculum and instruction coordinators, university instructors in
teacher training, as well as all levels of International Baccalaureate