Concepts

Form

Macro Concepts

Micro/Related concepts

Function

Responsibility

Perspective

Reflection: No longer considered as a concept as it is an inevitable and has to be done at all times and in all subject areas

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Connection

Causation

Change

concepts drive learning experiences

help to frame a unit of inquiry

When working with concepts students learn to think critically about big ideas

Varying degrees of prior knowledge, differing cultural and personal experiences result in diverse conceptual understanding.

conceptual understandings arising as a result of working with concepts are changeable, contextual, and may be elaborated or reinterpreted

Key concepts provide a lens for conceptual understandings associated with a transdisciplinary theme

related concepts provide a lens for conceptual understandings within a specific subject

Concepts facilitate depth and complexity in learning and provide a structure for conceptual understandings that build upon the knowledge and skills to extend and deepen student learning.

Comparison of facts and Concepts: Facts are time bound, skill based, factual and closed ended, whereas concepts are universal, timeless and open ended.

By exploring concepts through a central idea, conceptual understandings are promoted and extended.

Concepts have to be alligned both vertically and horizontally

teachers plan collaboratively, reflect and make adjustments as a teaching team throughout the year to ensure a coherent learning experience

single-subject teachers and support teachers connect wherever learning is authentic

requires time, careful thought and collaboration among members of the teaching team

purposeful inquiry is supported by a concept driven curriculum (Wiggins, McTighe 2005)

promotes meaning and understanding, and challenges students to engage with significant ideas

adds depth and breath

stimulates critical-thinking skills

connects and supports the transfer of knowledge