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