Concept-based Learning

http://pypconceptbasedlearning.weebly.com

Day 1: Timetable

Session1 8.00–9.30amCoffeeBreak 9.30–10.00am

Session2 10.00–12.00pm Lunch 12.00–1.00pm Session3 1.00–2.30pm CoffeeBreak 2.30–3.00pm Session4 3.00–4.00pm

• pypconceptbasedlearning.weebly.com• Agenda• Caringforyourneeds• MakingthePYPHappenManual• IBStandardsandPractices• Attendanceandcertificates• Evaluation

5

Housekeeping

Who are we? Why are we here?

Making personal connections and looking at Essential Agreements

BIG Idea

6

Grades1–2Teachers

FrontLeft

FrontRight

BackRight

BackLeft

Pre-Primary(EarlyYears)Teachers

Grades3–5Teachers

Single-SubjectTeachers/

Coordinators

Role in the school

5-10years

FrontRight

BackRight

BackLeft

Ayearorless

Morethan10years

2–4years

Years of experience teaching

FrontLeft

4-5years

FrontRight

BackRight

BackLeft

Ayearorless

Morethan5years

2–3years

Years of Experience in the PYP

FrontLeft

River

FrontLeft

FrontRight

BackRight

BackLeft

Mountain

Plateau

Valley

Which image resonates your understanding of concept-based learning

Takenoteofnewtoolsyoucanuseasaresultofthisworkshop.

⌘ Toolbox

Planning

11Photo credit: Dunechaser

PeerReflection

⌘Clockpartners

Makeappointmentsfor:

3 o’clock 6 o’clock 9 o’clock

12 o’clock

Inyourjournal…12

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⌘QuestionandStar• Haveaquickreadthroughtheloosesheetprovided.• Putaquestionmarknexttotheunderstandingyouare

eagertoknowabout.• Putastaronthepointyouareknowledgeablein.

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Conceptual UnderstandingsSummary of concerns

18⌘Word cloud

When teachers engage in reflective practice, collegiality, and shared

leadership, they come to understand themselves and their work differently.

This new understanding causes a shift in their beliefs and norms.

This shift in turn creates new opportunities, new visions of what can be done. The new professional development

is a cultural, not a delivery, concept.

Linda Lambert, Educational Leadership September 1989

• Writeaheadlinetodescribewhyyouarehere.• Shareitwithatleastthreedifferentpeople.• Postitonthewall.

⌘Headline! Headline!

IB Mission Statement

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Howwillweact,asalearningcommunitythroughoutthisworkshop?

Essential Agreements

• Usingtheattributeofthelearnerprofileassignedtoyou,formulateastatementthatwilldescribehowweshouldACTthroughouttheworkshop.

• Think–“IshouldbeabletoDOitorshowotherpeoplehowtheACTisdone.”

1. HowcanIbuildmoreconceptualunderstandingsintomydailylessons?

2. Whatstrategies,processes,practicesandresourcesareavailabletoassistteacherstochangetheirwayofapproachinglearning/teaching?Howdoesoneleveragethisparadigmshift?

3. HowcanIhelpmystudentsthinkconceptually?4. Howcanmylessonsbalancetheteachingofskillsand

concepts?5. HowdoIengagestudentsintheconceptswhenthey

don'tspeakEnglish?

Summary of Questions

6.Whatistheimportanceofteachingforconceptualunderstanding?

7. Howcanwegetparentsonboardwithconceptbasedlearningwhenmanydon'tseetheworldthrough"conceptuallenses"?Howcanweconvinceparentstoseetheimportanceofthistypeofeducationwhentheyarefixatedongradesandentranceexams?

8.Howtogofromconcepttopracticeinameaningfulway?

Summary of Questions (cont’d.)

9.HowcanIuseconceptsinavarietyofcreativewaystofurtherthestudentsunderstanding?Ikeepongoingbacktothesamemethods.

10.HowcanIhelpmystudentslearnhowtoaskconceptualquestions?WhatisthedifferencebetweenhowIshouldusethekeyconceptsandtherelatedconceptsintheclassroom?

Summary of Questions (cont’d.)

I wonder…

Tobecomeaconcept-basedteacher,onemustfirstunderstandthebasictenetsofconcept-basedcurriculumdesignandinstruction.

Thisthree-dimensionalmodelisdefinitelyashiftinhowthemajorityofteachersweretrained.

LynnErickson Form three (3) groups as per letters in your objectives sheet.

⌘ Regroup

TopicorConcept?MakeaT-chartandsortthewordsbelow:

inventions,interactions,school,scarcity,transportation,flower,continuity,

patterns,water,electricity,rocks,interdependence,China,system,volcanoes

⌘T-Chart

Topics(inred):

inventions,interactions,school,scarcity,transportation,flower,continuity,

patterns,water,electricity,rocks,interdependence,China,system,volcanoes

⌘T-Chart

• Listfivewordsconnectedtotheword,“concept”.• Discussinyourtablegroupandcome-upwithjustone

listof5wordspergroup.• Usethegroupsbigwordsanddefinewhatisaconcept.

Youmayaddotherbigwordsifnecessary.• Sharewitheveryone.

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⌘ClustersDefinition of Concept

Nounsthataretimelesslike‘conflict’,universalwherespecificexamplesmaydifferfromculturetoculturebutabstractandbroadthatcanberepresentedby1or2words.

Lynn Erickson

Definition of Concept

Aconceptisanabstractionorgeneralizationfromexperience.Wikipedia

Somethingconceivedinthemindlikeathoughtoranotion;anabstractorgenericideageneralizedfromparticularinstances.MerriamWebsterDictionary

Definition of Concept

Powerfulideasthathaverelevancewithinthesubjectareasbutalsotranscendthemandthatstudentsmustexploreandre-exploreinordertodevelopacoherent,in-depthunderstanding.

MTPYPHp.10

Concept-based vs. Topic-based Teaching

Asatablegroup,matchthewordsonyourtable.Reflectandsharewitheveryone:• Wereyouabletodoit?• Howdidyoudoitasagroup?• Whatmadeyoufeel“happy”aboutyourwork?

⌘Matching Type

53Photo credit: Luis Fabre

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⌘ READINGA–ThinkingBigB–TheFutilityofTryingto

TeachEverythingofImportance

C–InquiryasaStance

Task:Highlightthreestatementsthatyouthinkareimportantandyouwishtoshare.

Why Concept-Based teaching and learning?

⌘Expert groups1. Formgroupsasperyour

reading.Shareyourhighlighted/notedstatements.

2. Formsmallergroupsfromallthreereadings.Sharethethreemostimportantthingsyoudiscussedinthebiggergroupusingavisualpresentation.

Conceptsareintegraltotheinquiryprocessandoneoftheessential

elementsofthePYP.

BIG Idea

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Get ready for a test.1. IfAandBaresymmetricmatrices

thenprovethatAB-BAisaskewsymmetricmatrix.

2. Whatisthebasicityoforthophosphoricacid?

3. WhatistheimmediatecauseofFirstWorldWar?

4. Howistherainadivinethingasgiveninpoem“SongOfTheRain”?

Test (cont’d.)5.Completethefollowing:

a.Therespiratorypigmentpresentinthebloodis_______________

b.Thecommonediblemushroomis____________.c.Thechemicalusedtoteststarchis___________.d.___________enzymeconvertsfatsintofattyacids.e.__________istheportionoftheembryoaxis

immediatelyabovethecotyledons.

Why concepts?

Whatareyourtensions,questions,connections?• Watchthevideoandreflectonyourtensionsand

connectionsinyourjournal.• Anotherlenstolookat:Whatistheroleof

concept-basedteachingandlearninginchangingeducationalparadigms?

• Video:SirKenRobinson

So what?

Whatareyourtensions,questions,connections?• Shareyourtensionsandconnections.• Whatistheroleofconcept-basedteachingand

learninginchangingeducationalparadigms?• Discusswithyour12o’clockpartner.

Form four (4) groups using the colours in your name tags.

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⌘ Regroup

Where are we now?• Inyourgroupcreateagraffitiboardshowingyourknowledgeand

understandingaboutconcept-basedteachingandlearning.• Whyconcept-based?• Whatistheimplicationonyourpersonalbelief/sasan

educator?• Everyoneshouldworkindividuallyusingwords,drawings,

symbols,etc.toshareyourunderstandingsatthispointintime. • Gallerywalk.

Why Conceptual Learning?

Conceptuallearningfocusesonpowerfulorganizingideasthathaverelevancewithinandacrosssubjectareas.Conceptsreachbeyondnationalandculturalboundaries.Theyhelptointegratelearning,addcoherencetothecurriculum,deependisciplinaryunderstanding,buildthecapacitytoengagewithcomplexideasandallowtransferoflearningtonewcontexts.PYPstudentsencounterkeyandrelatedconcepts,andstudentsintheMYP,IBCCandDPfurtherdeveloptheseconceptualunderstandings.

MYPfromprinciplestopracticep.16

Establishing Curricular Priorities

“Enduring”understanding

Importanttoknowanddo

Worthbeingfamiliarwith

✓ “BigIdeas”worthunderstanding

✓ FoundationalConcepts&Skills

✓ Nicetoknow

Grant Wiggins

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Oneormoreconceptsinarelationship

3

4

1Isolatedpiecesofknowledgewhicharethebuildingblocksteachersusetoteachthebigideas

Bigideas

Casestudytowhichwelearnthebigideas 2

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Thestudentunderstandsthat

2

3

1Topics

Isolatedfacts

Keyandrelatedconcepts

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• Peoplemigratetomeetavarietyofneeds.

• Migrationmayleadtonewopportunitiesorgreaterfreedom.

Expatriatelife,migrationtrends,overseasworkers,famousexplorers,settlements,tourism,wayspeoplemigrate

migration,opportunity,needs,causation

⌘Connect – Extend - Challenge

Inyourownjournals…• Connect–Whatnewunderstandingscanwenow

connecttoyourlearningjourney?• Extend–Howwillyoubeabletoextendthelearnings

today?• Challenge–Whatwillyouchallengeyourselftodoas

aresultofyourlearningtoday?

⌘Matching game• Sortthewordsintheenvelope.• WhatarethePYPKeyConcepts?

• Form• Function• Causation• Change• Connection• Perspective• Reflection• Responsibility

⌘Unpacking the PYP Key Concepts

• Unpackyourconceptusingtheguidebelow:• Concept• Conceptmeaning• Importanceforstudents• Contextforclassroomteachingandlearning• Connectiontoreallife(professionalandpersonal)

• Developacreativewayofinvitingfellowparticipantstoengagewithyourconceptsatadeeperlevel(usingarticles,pictures,objects,quotes,etc.relatingtoeachoftheconcepts).

⌘Connect – Extend - Challenge

Inyourownjournals…• Connect–Whatnewunderstandingscanwenow

connecttoyourlearningjourney?• Extend–Howwillyoubeabletoextendthelearnings

today?• Challenge–Whatwillyouchallengeyourselftodoas

aresultofyourlearningtoday?

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61 62

Programme Standards and Practices

TheprogrammestandardsandpracticesdocumentprovidesasetofcriteriaagainstwhichboththeschoolandtheIBcanmeasuresuccessintheimplementationofthefourprogrammes.

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SectionA:Philosophy

SectionB:Organization

SectionC:Curriculum

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IBStand

ardsand

Practices Section A: Philosophy

Section B: Organization

Section C: Curriculum

Standard C1

Standard C2

Standard C3

Standard C4

Standard B1

Standard B2

9 Practices

7 Practices

12 Practices

9 Practices

11 Practices

16 Practices

9 Practices

73 Practices3 Sections 7 Standards

Standard A

Standards and Practices

• HavealookattheIBStandardsandPractices• Highlightthestandardorpracticethatpromotes

conceptuallearning.• Sharewitheveryone.

A.3.C,C1.1.C,C1.3.a,C1.3.b,C2.1,C2.4,C3.1,C4.1

Homework1. Bringyourartefactandastoryboo(ortwo)tomorrow.2. Visittheweeblyanddownloadresourcesyoucanuse.

Postyourthoughtsontheconceptwall.3. ReadLynnEricksonpositionpaperonConcept-based

TeachingandLearningNotedown• 3thingsIlearned• 2changesIwillmake• 1questionIstillhave

http://www.sicfitscottsdale.com/wp-content/uploads/2013/02/321go.gif