universal concepts

Active Learning for ALL: Concept Based Instruction with Depth and Complexity

Patry Marcum-Lerwick

lerwick2@aol.com

Recognize/

Awareness

Understand

Apply

Analyze

Evaluate

Create

Knowledge

in one

discipline

Apply in

discipline

Apply

across

disciplines

Apply to

real-world

predictable

situations

Apply to real-

world

unpredictable

situations

ACQUISITION APPLICATION

ASSIMILATION ADAPTATION

Recognize/

Awareness

Understand

Apply

Analyze

Evaluate

Create

Knowledge

in one

discipline

Apply in

discipline

Apply

across

disciplines

Apply to

real-world

predictable

situations

Apply to real-

world

unpredictable

situations

PATTERNS

STRUCTURES

SYSTEMS

RELATIONSHIPS

ORDER

CHANGE

Democracy

Characterization

Biomes

Congruency

Operations

Quantity

Equivalence

To Kill a Monkingbird

Spanish American War

Fact Families

Albert Einstein

Flipbook on word families

Solar Ovens

Adaptation Lab

Pioneer Wagon

Johnny Apple Seed

PATTERNS

STRUCTURES

SYSTEMS

RELATIONSHIPS

ORDER

CHANGE

Democracy

Characterization

Biomes

Congruency

Operations

Quantity

Equivalence

To Kill a Monkingbird

Spanish American War

Fact Families

Albert Einstein

Flipbook on word families

Solar Ovens

Adaptation Lab

Pioneer Wagon

Johnny Apple Seed

ClockRulerScale

-Three branches of government-President

-Head of State-Parliament

-characters-plot

-setting-major events

-plants-dogs

-bacteria-fungus

ClockRulerScale

-Three branches of government

-President-Head of State

-Parliament

-characters-plot

-setting-major events

Measurement Government

Story Elements Living Organisms

-plants-dogs

-bacteria-fungus

MeasurementGovernment

Story ElementsLiving Organisms

Universal Concepts:

Taxonomy of Learning, Instruction, and Assessment

The Knowledge

DimensionThe Cognitive Process Dimension

1

Remember

2

Understand

3

Apply

4

Analyze

5

Evaluate

6

Create

A.

Factual Knowledge

B.

Conceptual

Knowledge

C.

Procedural

Knowledge

D.

Metacognitive

Knowledge

•Create a sketch representing the

differences between facts,

concepts, and big ideas

(generalizations).

•Use a metaphor or analogy as

necessary.

Conceptual Knowledge

The interrelationships among the basic elements within a larger structure that enable them to function together

Knowledge of classifications and categories Periods of geological time; forms of business

ownership

Knowledge of principles and generalizations Pythagorean theorem; law of supply and demand

Knowledge of theories, models, and structures Theory of evolution; structure of Congress

Concepts in the Disciplines

Universal Concepts

Macro Concepts

Disciplinary Concepts

Concepts in the Disciplines

Examples of Universal

Themes

Adaptation

Change

Patterns

Order

Relationships

Interdependence

Conflict

Power

Systems

Structures

An example of the this generalization is…

I think the big idea means…