Lynn Erickson Slides

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Lynn Erickson Slides

• These slides may be used on a limited basis to
  share information in your school or school
  district with appropriate credits to
• H. Lynn Erickson.

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Brain-based Teaching Learning
Shaping the Conceptual Mind
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Lets think about How can we meet the deeper
intent of academic Standards by moving from a
two dimensional to a three-dimensional design
for curriculum and instruction? How is
knowledge structured? How can we use this
structure to focus teaching and learning,
develop the intellect, and significantly improve
the academic performance of all students?
What are some specific strategies for
brain-based teaching and why is development
of the conceptual mind critical to
brain-based teaching and learning?
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Social Change Forces impacting education

• Expanding role of technology
• Changing job demands
• Increasing global interdependence of people
• Changing social norms and value structures
• Worldwide competition and markets
• Rapid growth of knowledge
• Ecological concerns

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Living, Learning and Working
Critical, Creative, and Conceptual Thinking
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Traditional Curriculum... is Topic Based
AMERICAN HISTORY American Revolution, Westward
Movement, the Constitution, our Government, the
Civil War, the 60s, Franklin D. Roosevelt,
Colorado leaders, Native Americans
SCIENCE Plants, snakes, fish, the human body,
genes, volcanoes, the Earth, space travel,
machines, water, mountains, streams
ENGLISH Grammar, syntax, essays, Edgar Allan
Poe, The Cay, Romeo and Juliet, Poetry, Fiction,
Non-fiction, Skills
ART Van Gogh, Picasso, drawing, crafts, art
appreciation
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Two Dimensional Curriculum Model-
Topic-based
Processes Skills
Factual Content
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Three Dimensional Curriculum Model-
Concept-based
Concepts Principles
Processes Skills
Factual Content
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Two-dimensional vs.
Three-dimensional
Key Points
Coverage-centered Idea-centered
inch deep, mile wide -facts provide a
foundation to understand conceptual,
transferable ideas. Intellectually
shallow Intellectual depth - lacks
a conceptual focus -a conceptual lens,
or focus, to create a factual/
requires mental processing on conceptual
brain synergy the factual and conceptual
levels-- producing intellectual depth
in thinking and understanding.
Inability to transfer Concepts and
Generalizations Transfer factual
knowledge -allows the brain to make
connections - facts do not transfer
and see patterns. locked in time,
place, or situation. Fails to meet the
intellectual Develops the intellect to
handle a world demands of the 21st century
of increasing complexity and
accelerating change.
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Conceptual Level Generalizations Big Ideas
Curriculum Design
Factual Level Topics/Facts
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The Structure of Knowledge
Barrys clipart.com
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The Structure of Knowledge
People migrate to meet a variety of
needs. Migration may lead to new opportunities or
greater freedom.
Migration Opportunity Needs
Freedom
Westward Movement
Early American settlers looked for new
opportunities.
Early American settlers migrated west.
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High School GeneralizationsSocial Studies
(examples)

• Government
• 1. Forces of imperialism, nationalism,
  militarism, and geo-political
• alliances, taken to the extreme, can lead to
  international
• conflicts.
• History
• 2. Key events in history can signal turning
  points that drastically alter the social,
  economic and political directions of a society.
• Economics
• 3. Economic depression in one country can
  substantially affect the
• economies of other nations.
• Culture
• 4. New technologies and scientific breakthroughs
  can improve the quality of life--but may also
  present ethical dilemmas.

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The Structure of Knowledge
An organisms behavior patterns exhibit an
evolutionary logic.
Environmental factors influence an organisms
biology and behavior patterns.
biology evolution mutation environment behavio
r patterns adaptation
The Amazon Rainforest Organisms
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The Structure of Knowledge
Velocity can be mathematically represented by
the slope of a line.
The slope of a graph at a particular point
indicates the instantaneous rate of change.
slope
derivative
line
graph
Measurement of distance and speed
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Concept
A concept is an organizing idea a mental
construct...

• Timeless
• Universal
• Abstract
• Represented by 1 or 2 words
• Examples share common attributes

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Examples of Subject Area Concepts

• -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

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

-Literary Themes
- Social Studies

• Prejudice
• Perspective
• Conflict
• Cooperation
• Power
• Relationships
• Envy
• Emotions
• Oppression
• Influence

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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

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The Structure of Knowledge
The student understands that...___________________
__________________________________.
3
2
1
U.S. Trade and Competition
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Examples of Subject Area Concepts
- Economics

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

• Markets
• Supply and Demand
• Cost
• Interdependence
• Beliefs/Values
• Goods/Services
• Conflict
• Cooperation
• Perceptions
• Patterns
• Power
• Systems

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The Structure of Knowledge
The student understands that...___________________
__________________________________.
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2
1
Change in Our Community_______
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The Structure of Knowledge
The student understands that...___________________
__________________________________.
3
2
1
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Checking Our Generalizations
Line 3

• No proper or personal nouns
• No pronouns in sentence (our, we, they)
• Has a present tense verb
• Contains at least two concepts
• Is a transferable idea that is supported
• by the factual content
• May need a qualifier (often, can, may)
• if not true in all situationsbut is
  still
• an important idea

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Key PointsStructure of Knowledge

• Knowledge has an inherent structure from
  topics and facts, framed by
• concepts, which combine to form
  generalizations, principles, and theories.
• Traditional, two-dimensional curriculum/instruct
  ion models focus more
• on the topic and fact levels and assume
  an understanding of related
• concepts and principles.
• Concept-based, three-dimensional
  curriculum/instruction models raise the
• intellectual bar by teaching to ideas
  (generalizations/principles) and by
• using the topics and facts as
  foundational support for the deeper under-
• standings.
• Topics and facts do not transfer. They are
  locked in time, place, or situation.
• Concepts and Generalizations transfer through
  time, across cultures, and
• across situations.
• The concepts, generalizations, and principles
  add the third intellectual
• dimension to curriculum and instruction.

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Students will understand the concepts and
principles of Science Mathematics
Social Studies Art...
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Example State History Standard
Content Standard Understand the development
of culture.
Performance Indicator Grades K-4 Describe life
in early America before and
after European contact. (Why?)
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Example State History Standard
Content Standard Understand the development
of culture.
Sample Performance Standard Grades 5-8
Identify and explain the impact of
major figures in U.S. and world
history, related to significant issues,
movements and events. (Can you think of a
conceptual lens to integrate thinking at a
higher level?)
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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.
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Performance Tasks
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Performance Task Planner

• What Investigate topic....
• Why in order to understand that
• generalization
• How Engaging Scenarioperformance

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Performance Task Example - Primary Grades
What Investigate the responsibilities of
citizens in a community... Why in
order to understand that citizens help build a
community. How Demonstrate
understanding by creating a
Citizenship Booklet showing acts of positive
citizenship. Select one act and describe
how it supports the community.
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Page 5
Task Planner
Step 1
What
Investigate prehistoric cultures
Why in order to understand that innovations
and technology cause cultures to
progress.
How (Engaging Scenario-Performance)
You are an archaeologist preparing a
presentation on the development of prehistoric
cultures for an archaeology class. Chart the
information you research on a map and create a
colorful and appealing graphic organizer to
display the development of prehistoric cultures.
Present your information to the class stressing
the innovations and technologies that caused the
prehistoric societies to progress.
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• Student Performances
• Reflect the most important Understand
  (Generalizations),
• Know (Factual Knowledge), and able to Do
  (Skills) of a unit
• Student Performances are the assessment
  evidence of mastery.
• Student Performances are not simple
  activities.

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Working on Performance Statements

• Enduring Understanding (Generalization)
• Watershed events mark turning points in
  history.
• Standard
• Analyze Lincolns ideas about liberty,
  equality, union, and government as contained in
  his first and second inaugural address and the
  Gettysburg Address.
• Student Performance
• Recite from memory key passages from the
  Gettysburg Address. (Activity or performance?)

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Working on Performance Statements

• Enduring Understanding (Generalization)
• Watershed events mark turning point in
  history.
• Standard
• Analyze Lincolns ideas about liberty,
  equality, union, and government as contained in
  his first and second inaugural address and the
  Gettysburg Address.
• Student Performance
• Recite from memory key passages from the
  Gettysburg
• Address. Tell why Lincolns Gettysburg
  Address is considered a watershed event in
  American History
• or
• Explain why Lincolns ideas about liberty,
  equality, union, and government are critical to
  an understanding of American Democracy today.

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Working on Performance Statements

• Enduring Understanding (Generalization)
• The availability of human and material
  resources provide tactical advantages in times of
  war.
• Standard
• Analyze the causes and effects of physical
  and human geographic factors on major historical
  and contemporary events in the United States.
• Student Performance
• Create pie graphs which show available
  resources to the North/South before the Civil
  War.
• (Activity or Performance?)

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Working on Performance Statements

• Enduring Understanding (Generalization)
• The availability of human and material
  resources provide tactical advantages in times of
  war.
• Standard
• Analyze the causes and effects of physical
  and human geographic factors on major historical
  and contemporary events in the United States.
• Student Performance
• Create pie graphs which show available
  resources to the North/South before the Civil
  War, and describe how resources can affect the
  outcome of a war.

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Working on Performance Statements

• Enduring Understanding (Generalization)
• The values, beliefs, and ideals of a country are
  reflected in their
• laws and political documents.
• Standard
• Identify the reasons for and describe the
  system of checks
• and balances outlined in the U.S.
  Constitution.
• Student Performance
• Design a graphic organizer demonstrating the
  U.S. system of checks and balances. Then have
  students use the graphic organizer to write a
  probe that defends why they think the system of
  checks and balances reflects American values and
  beliefs. (Activity or Performance?)

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Working on Performance Statements

• Enduring Understanding (Generalization)
• Political documents can set forth social
  ideals such as justice, equality, or freedom, but
  the path to ideals is impeded by conflicting
  notions.
• Standard
• Identify the influence of ideas from
  historic documents including the Magna Carta, the
  English Bill of Rights, the Mayflower Compact,
  the Declaration of Independence, the Federalist
  Papers, and selected anit-federalist writing on
  the U.S. system of government.
• Student Performance
• Create an outline highlighting social ideas
  such as justice, equality, or freedom for the
  Magna Carta, the English Bill of Rights, the
  Mayflower Compact, the Declaration of
  Independence, the Federalist Papers, and selected
  Anti-Federalist writing on the U.S. Constitution.
  Select one of these social ideas and describe
  how conflicting notions have impeded the progress
  to these ideals. cite specific examples from
  history or current events to support your
  position. (Activity or Performance?)

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Working on Performance Statements

• Enduring Understanding (Generalization)
• As a society becomes more complex, the role of
  government can increase in the daily life of its
  citizens.
• Standard
• Explain the impact of significant
  international events such as WWI and WWII on
  changes in the role of government.
• Predict the effects of selected
  contemporary legislation on the roles of
  government.
• Student Performance
• Create a 3-column chart. In the first column
  list significant international events such as
  WWI, WWII and Global Terrorism. In the second
  column show some of the resulting U.S.
  legislation, or governmental policies, enacted in
  response to these events. In the third column
  detail the impact of the legislation on the daily
  life of citizens. In a paragraph below the chart,
  answer this question How does the increasing
  complexity (social, economic, political) of a
  society lead to the expansion of government?

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Science Working with Student Performances
Enduring Understanding (Generalization)
Organisms maintain a constant internal
environment called homeostasis in order to ensure
survival. Standard Describe how organisms
maintain stable internal conditions while
living in changing external environments. Studen
t Performance Construct a graph demonstrating
homeostasis in complex organisms. (activity or
performance?)
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Science Working with Student Performances

• Enduring Understanding (Generalization)
• Organisms maintain a constant internal
  environment called
• homeostasis in order to ensure survival.
• Standard
• Describe how organisms maintain stable internal
  conditions while living in changing external
  environments.
• Student Performance
• Construct a graph demonstrating homeostasis in
  complex
• include a statement on the importance of
  homeostasis when
• organisms live in changing external environments.

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Driving Teaching Through Questions Rather Than
Objectives
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Geographic Regions and Cultures of the Eastern
U.S.Objectives

• Understand the impact of geographic regions on
  the development of culture...
• Identify the geographic regions of the eastern
  United States.
• Compare the regions of the east.
• List the geographic features for each region
• Describe how people use their land to meet basic
  needs
• Identify your enthusiasm for this study

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Geographic Regions and Cultures of the Eastern
U.S.Guiding Questions

• Why do regions differ?
• How do regions in the east differ?
• Why do different cultures use land differently?
• How do the arts of Native American cultures
  reflect their natural surroundings?

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Geographic Regions and Cultures of the Eastern
U.S.Guiding Questions

• Why do Native American arts so often reflect
  nature?
• How is a culture affected by its geography?
• How is geography affected by a culture?

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Types of Guiding Questions

• Philosophical (or essential questions)
• Can a nation have too much wealth?
• Should a more powerful nation dominate weaker
• nations?
• Is war ever justifiable?
• Conceptual
• Why do nations desire to explore new lands?
• Factual - In what ways did the early American
• explorers disrupt Native American cultures?

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The Value of Concept-based Instruction

• Engages the personal intellect and emotions of
  the student increases motivation for learning.
• Requires a higher level of thinking.
• Teaches students how to see patterns and
  connections between facts and ideas.
• Provides relevant focus for content study.

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The Value of Concept-based Instruction

• Facilitates the transfer of knowledge.
• Meets different ability levels
• Creates a brain schema for
• processing new information
• Develops verbal and written fluency
• with the English language
• - Develops the art of conversation
• - Deepens reading comprehension