lynn erickson slides

Lynn Erickson Slides

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H. Lynn Erickson.

The Key to Deep Understanding& the Transfer of Knowledge

Let’s think about… * Is “integration” about what we do with subjects or is it really a cognitive process?

* How is knowledge structured? How does that structure reflect the different levels of thinking?

* What is a “conceptual lens” and why is it essential to the integration of thinking?

* How can we adapt our instructional units to support the integration of student thinking at a higher level.

* What does integrated thinking and teaching “look like?”

The Structure of Knowledge

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

The Great Depression

•Economic depression in one country can significantly impact other nations.•In times of crisis, individual leaders can exert power and shape the course of events.

At which levels does knowledge transfer?

Scarcity Supply & DemandEconomic Depression Leadership

Concept

• Timeless

• Universal

• Abstract

• Represented by 1 or 2 words

• Examples share common attributes

A concept is an organizing idea; a mental construct...

-Science Order Organism Population System Change Evolution Cycle Interaction Energy/Matter Equilibrium

Conflict/Cooperation Patterns Populations System Change/Continuity Culture Evolution Civilization Migration/Immigration Interdependence

Prejudice Perspective Conflict Cooperation Power Relationships Envy Emotions Oppression Influence

Examples of Subject Area Concepts

-Writers’ Craft Organization Word Choice Context Conventions Fluency Voice Presentation Symbolism Allegory Metaphor Protagonist Antagonist

-Literary Themes- Social Studies

Examples of Subject Area Concepts

– Visual Art Rhythm Line Color Value Shape Texture Form Space Angle

– Music Rhythm Melody Harmony Tone Pitch Form Tempo Timbre Pattern

– Mathematics Number Ratio Proportion Symmetry Probability Pattern Order Quantification System

GENERALIZATIONS ARE SUMMARIES OF THOUGHT

“WHAT DO I UNDERSTAND AS A RESULT OF MY STUDY THAT I

CAN TRANSFER?”

GENERALIZATION=Enduring Understanding

Two or more concepts in a relationship...

Concept Concept

• CONCEPTUAL IDEAS THAT TRANSFER• DEVELOP “DEEP UNDERSTANDING’

The Structure of Knowledge

The student understands that..._____________________________________________________.

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11FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

FACTS

The Integration of Thinking &The Power of a Conceptual

Lens

The American Media

Conceptual Lens?

The American Media

Persuasive ForceConceptual lens:

Significant Individualsin History

Conceptual Lens?

Leadership

Significant Individualsin History

Conceptual lens:

The conceptual lens “integrates thinking” at a level beyond the facts.

Topic:_______________

Conceptual Lens:_________________

Sample Conceptual LensesConflict Complexity

Beliefs/Values Paradox

Interdependence Interactions

Freedom Transformations

Identity Patterns

Relationships Origins

Change Revolution

Perspective Reform

Power Influence

System Balance

Structure/Function Innovation

Design Genius

Aesthetic Heroes

Force Creativity

To develop the intellect and increase motivation for

learning, curriculum and instruction must create a

“synergy” between the lower (factual) and higher

(conceptual) levels of thinking.

creates connections to prior experience and finds relevance;

synergistically works with factual level knowledge to develop the intellect;

creates deeper understanding at the factual and conceptual levels;

recognizes the transferablity of knowledge.

creates the motivation for learning

It is the conceptual mind that…

The Integration of Thinking:Adapting Instructional Units

Coordinated, Multidisciplinary

Topic Organizer:A Little Art

Use of Language Processes

A Little Literature

A Little Science

A Little Math

The “Potpourri Unit”of facts & activities

The Human Body

Integration refers to the cognitive process of seeing patterns and connections at the conceptual level

of thinking.

This cognitive processing requires an integrating, “conceptual lens” such as Interdependence or System to set up the intellectual synergy between the factual and conceptual levels of the mind.

Integrated, Interdisciplinary

Conceptual Lens: System

Health

ScienceMathCalculations: heart rate, body mass,StatisticsMeasurements: height, weightRatiosCharts; graphs

Literature

Art

The Human Body

Physical EducationWellnessNutritionEating DisordersWeight ManagementSubstance AbuseDiseases

Circulatory SystemRespiratory SystemDigestive System, etc.Function & structureInterdependence

Body ControlMovementCoordinationMusculatory SystemFitnessEndurance

Draw a body:symmetry, line, shapeHuman forms - art realism, abstract, cubist

The Human Body (Science concepts)The Scarlet Ibis (J. Hurst) (limits of the human body)To the Top: Annapurna (Blum) (endurance, respiratory system)

The goal of integration...

The conceptual lens

pulls thinking to the

integration level.

... is to facilitate integrated, higher level thinking.

History• Early explorers• Immigrants• State historical events• Significant individuals and ideas that shaped the development of the state and regions• Interactions that shaped the development

Geography• Place and location of state within the U.S. relative to other state; other regions; in the world• Geographic features: - landforms, bodies of water, soils, vegetation, climate• Geographic tools to consider spatial concepts: location, distance, direction, scale, movement...• Human/Environmental interactions - Plant and Animal Life

Government• State government - Structure, function, responsibilities• Power and Authority• Limited and unlimited governments• Taxation: individuals, business• Rules and Laws• Citizenship - Personal and civic• Relationship of state to federal government• The common good

Economics• Land use in state and region - industrial, recreational, commercial, residential• Economic activities: - location of businesses related to factors of production, consumption and distribution - Impact of technology on the economy (state and region)• Opportunity cost - The value of the best alternative passed by (not selected)• Cost/benefit• Economic incentives • Barter as trade• Specialization• Price changes: supply and demand• Human resource - labor• Inflation; deflation

Culture Interdependence (lens)

Grade 4

Getting to Know Our State and

Region

• Indigenous peoples - ways of living - use of resources - then and now • Explorers and settlers - the impact of merging cultures - daily lives• State symbols, monuments, statues…

(Concepts italicized)

Culture: 1. Indigenous peoples depend on the environment for resources to meet basic needs.2. Explorers extend the boundaries of human experience in search of wealth,

power, and new opportunities. 3. Settlers to a region adapt their lifestyle to fit the environment.4. States and regions develop an identity based on their history, geography,

economics and culture.

Economics:1. The geography and economy of a region suggest the kinds of industry.2. The geography and economy of a region suggest the methods of production and product or service distribution.3. Current communication and transportation technologies allow goods to be produced in distant locations at a lower cost, and shipped to market.4. Technology can replace many human labor tasks in industry.

Grade 4

Interdependence: Getting to Know Our State and Region

History• Native Americans - attitudes and policies toward Native Americans by government officials, the U.S. Army, missionaries, and settlers - Dawes Severalty Act of 1877

Government• Growth of cities and changes in urban life - increasing power of urban political machines and how they were viewed by immigrants and middle class reformers

Culture• Growth of cities - response of urban leaders, such as architects and philanthropists to the challenges of rapid urbanization• Immigration after 1870 - changing patterns: volume, ethnicity, religion, language, place of origin, and motives - response of Catholic and Jewish immigrants to religious discrimination• New cultural movements

Grade8

Geography• Industrialization and the environment - impact of rapid industrialization, extractive mining techniques, and the “gridiron” pattern of urban growth on the environment

Economics• Industrialization, the advent of the modern corporation, and material well-being - ideas of business leaders to limit competition and maximize profits• Farming, mining, and ranching - commercial farming in the Northeast, South, Great Plains, and West . Differences in terms of crop production, farm labor, financing, and transportation

The Developmentof the Industrial

United States1870-1900

Industrialization and Paradox

The Development of the Industrial.:1870-1900 Middle School

Economics/Culture:1. Industrialization and large increases in immigrant populations

create rapid urbanization.

Economics/Culture: 2. Labor unions organize workers to protest working conditions, or

wages which are perceived as unfair.

Economics:3. Industrialization leads to the development of corporations,

managed by business leaders who seek to limit competition and maximize profits.

Culture:4. Large immigrant populations from diverse cultures can change the

social, political, and economic dynamics of a nation.

TEACHERS

ARE ARCHITECTS FOR LEARNING

Chemical Bonding

Atomic Structures• valence electrons• formation of ions• electronegativity

Molecular Shape• VSEPR Theory• Valence-bond theory• polarity

Bond Energy• potential energy• bond strength• exothermic and endothermic bonds

System/Interaction (Conceptual Lens)

Unit Theme

Bond Types• covalent, ionic, metallic• polar covalent• orbital hybridization• sigma and pi bonds

Compounds & Properties• amorphous solid• crystalline solid - moelcular, ionic, atomic• liquids - molecules with strong intermolecular forces• gases - molecules with weak intermolecular forces

Electronegativity• periodic table trend• ionic/covalent continuum

Figure 5.11. Chemistry UnitSource: Jean Lummis, Washington Township High SchoolWashington Township School District, Sewell, New Jersey; used with permission

Intermolecular Forces• London dispersion• dipole-dipole• hydrogen bonding

Modern Materials• liquid crystals• polymers• ceramics

Integrated, Intradisciplinary


To Kill a Mockingbird

Lens?

Writer’s CraftLiterary Themes

(Concepts) (Concepts)

Historical Fiction

Book 1 Book 2

Book 3(Concepts)

Lens?

Loss of Innocence

Loss ofInnocence

In an Imperfect World

GENERALIZATIONS ARE SUMMARIES OF THOUGHT

“WHAT DO I UNDERSTAND AS A RESULT OF MY STUDY THAT I

CAN TRANSFER?”

GENERALIZATION=Enduring Understanding

Two or more concepts in a relationship...

Concept Concept

• CONCEPTUAL IDEAS THAT TRANSFER• DEVELOP “DEEP UNDERSTANDING’

Sample GeneralizationsSocial Studies

• Culture exhibits both change and continuity through time.

• Social, economic and political systems structure a society.

• Changes in laws and rules reflect changes in power relationships.

Sample GeneralizationsScience

• Properties distinguish living and non-living things.

• Genetic and environmental influences lead to diversity of populations.

• Cells store energy in a variety of forms.

• Environmental factors influence an organism’s biology and behavior patterns.

Sample GeneralizationsArt

• Line defines shape and adds meaning.

• Texture conveys nuance.

• Positive and negative space create balance.

• Color creates mood.

Sample Mathematics Generalizations Numbers and Operations

Grade level 9. Absolute value represents magnitude without regard to direction.10. Exponents and logarithms are inverse operations. Matrices can represent multi-dimensional information to aid in the solution of a problem.AlgebraGrade levelK. Patterns can be extended.1. Number can show order.6. Variables represent a unique value in equations. 7. The solutions to a one-step linear equation with a single variable represents the value that makes the equation true.

GENERALIZATIONS

PAST

PAST PERFECT

PRESENT PERFECT

TENSE VERBS PROPER OR PERSONAL

NOUNS

When we teach to the levels of concepts and

generalizations we are teaching for deep

understanding and the transfer of knowledge.

Integrated, Interdisciplinary

Conceptual Lens: System

Health

ScienceMathCalculations: heart rate, body mass,StatisticsMeasurements: height, weightRatiosCharts; graphs

Literature

Art

The Human Body

Physical EducationWellnessNutritionEating DisordersWeight ManagementSubstance AbuseDiseases

Circulatory SystemRespiratory SystemDigestive System, etc.Function & structureInterdependence

Body ControlMovementCoordinationMusculatory SystemFitnessEndurance

Draw a body:symmetry, line, shapeHuman forms - art realism, abstract, cubist

The Human Body (Science concepts)The Scarlet Ibis (J. Hurst) (limits of the human body)To the Top: Annapurna (Blum) (endurance, respiratory system)

History• Early explorers• Immigrants• State historical events• Significant individuals and ideas that shaped the development of the state and regions• Interactions that shaped the development

Geography• Place and location of state within the U.S. relative to other state; other regions; in the world• Geographic features: - landforms, bodies of water, soils, vegetation, climate• Geographic tools to consider spatial concepts: location, distance, direction, scale, movement...• Human/Environmental interactions - Plant and Animal Life

Government• State government - Structure, function, responsibilities• Power and Authority• Limited and unlimited governments• Taxation: individuals, business• Rules and Laws• Citizenship - Personal and civic• Relationship of state to federal government• The common good

Economics• Land use in state and region - industrial, recreational, commercial, residential• Economic activities: - location of businesses related to factors of production, consumption and distribution - Impact of technology on the economy (state and region)• Opportunity cost - The value of the best alternative passed by (not selected)• Cost/benefit• Economic incentives • Barter as trade• Specialization• Price changes: supply and demand• Human resource - labor• Inflation; deflation

Culture Interdependence (lens)

Grade 4

Getting to Know Our State and

Region

• Indigenous peoples - ways of living - use of resources - then and now • Explorers and settlers - the impact of merging cultures - daily lives• State symbols, monuments, statues…


The Waron Terrorism

Lens:Culture-Religion-Beliefs/Values-Perspectives-Terrorists/Terrorism-Cultures-Oppression/Oppressed

GeographyGovernment-Leaders-Treaties-Policies-Leadership-Cooperation-Conflict

HistorySept. 11, 2001 as a “turning point”Afghanistan and the hunt for Bin LadenAl Qaeda/terrorist groupsSignificant individuals *Bush *Blair *Hussein…Iraq *Saddam Hussein * citizensThe allies and their roles Economics

-Cost of war * human * environmental * societal

-Climate-Terrain (or geography)-Resources-Geography and war

High SchoolPerspectives


Level 1 Verbs

• affects

• impacts

• influence

• to be verbs: is, are, have

Level 1 Generalization: The student understands that…________________________________________________________________________.

Scaffolding Thinking

Scaffolding Thinking to Complex Levels

Level 3Celebrations and traditions unify a people and reflect their

identity. So what—is the significance (or effect)—that celebrations express traditions?

Level 2Celebrations express traditions of a culture.

Why do cultures have celebrations?

Level 1All cultures have celebrations.

Social Studies


Level 3 Nations with a strong economic infrastructure wield greater

political power in international relations.

So what is the effect or significance of a strong economic infrastructure for a society?

Level 2 Advances in technology lead to the development of new products

and materials which can strengthen the economic infrastructure of a society.

How (or Why) do advances in technology impact a society?

Level 1 Advances in technology impact a society.


Level 3

– An organism’s behavioral responses to stimuli evolve through natural selection.

How do organisms change behaviors?

Level 2

– Biological adaptations change structures, behaviors, or physiology and enhance reproductive success.

How do organisms survive?

Level 1

– Organisms survive in diverse environments.

Science

Gothic Literature: Edgar Allan PoeScaffolding Understandings—

Thematic “Big Ideas” (Enduring Understandings)

The Writer’s Craft

Level 1 Level 2 Level 3

Level 1 Level 2 Level 3

Consonance,assonanceand alliteration enhance reading pleasure.

Consonance, assonanceand alliteration create a flow to the languagethrough sound, rhyme, cadence and repetition.

The use of literarydevices creates moods and empha-sizes words, connect-ing them to the ideas they express.

Guilt affects perception.

Guilt narrows and intensifies focusand shapes perception.

Perception can causepeople to makepoor choices anddecisions.

How? So what?

How? So what?

by Del Whitmire & Amy Pritzl Green Bay, WI.

Evaluating ScaffoldingCriteria

* Do the ideas grow in sophistication?* Do the ideas become clearer from level to level because they are more specific (use more specific concepts)?* Did the committee answer their question at each level?* Are the verbs active and present tense?* Are the ideas based in fact? (Are they true?)• Are the ideas important?• Are the ideas developmentally appropriate?

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