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'Concept-based teaching and learning' by H Lynn Erickson :star: -…
'Concept-based teaching and learning' by H Lynn Erickson
:star:
Required pedagogical shifts
Synergistic thinking
Transfer to knowledge and skills
Social construction of meaning
Benefits to students
THINKING
facilitates
synergistic thinking
deeper conceptual
thinking and understanding
relates
new knowledge
to
prior knowledge
facilitates
transferability
of knowledge
opportunities for
personal meaning-making
finding
patterns
and
connecitions
of knowledge
prevents memorization of facts
INTERCULTURAL UNDERSTANDING
transfer
of learning across global contexts
drawing
multiple perspectives
on global issues
MOTIVATION FOR LEARNING
learning through
relevant
and
personally engaging
key concepts
'drawing understandings'
constructivist learning experience
collaborative thinking, discussions, problem-solving
FLUENCY WITH LANGUAGE
facilitates
multilingual learning
and
communication across culture
increases
fluency with disciplinary language
reinforces
common conceptual vocabulary
alleviates
language barriers
Concept-based cirruculum (what it means)
concepts, generalizations and principles
three-dimensional
design model
factual content and skills
as tools
deeper understanding
of disciplinary
Challenges
Cirruculum development - QUALITY
Teacher training
preventing
going back to the
old ways
ensuring
full understanding
of the model
practicing
concept-based teaching
completely
Assessing conceptual level of understanding
classroom
assessment
external
assessment
Concept-based curriculum in IB
through
TOK (interdisciplinary inquiries)
through
EE, IA
through
international mindedness
concepts in
every subject
essential part of
PYP
and
MYP
(not only DP)
idea-centred curriculum
of important conceptual understanding