Well, we haven't written in quite some time -- we've been busy! We are thrilled to announce the forthcoming publication of our first two books: Tools for Teaching Conceptual Understanding. The secondary edition will be out in January and the elementary edition out in August by Corwin Press. These books extend the great work of Dr.… Continue reading What’s next for Ed2S?
You've read all the books (or at least a few blog posts) on concept-based curriculum. You've reoriented your lessons to serve conceptual goals. You've sketched out the most important facts, topics, concepts, and theories for each unit. You have refined your generalizations over and over again to capture the exact understanding you're aiming for. But something… Continue reading 3 Steps to a Successful Concept-Based Unit
Last week we posted a general outline of teaching students to learn conceptually. Today we apply the outline to an actual class -- 6th grade social studies. Here's the context: The teacher worries that it might feel abrupt to suddenly begin being explicit about conceptual learning in the middle of the unit. A potential solution?… Continue reading What does it look like to teach students to learn conceptually?
Teacher feedback on student work can be a powerful tool to dramatically improve student learning BUT the quality must be good or it can actually have negative effects on student growth. Many researchers and authors give attention to this significant topic. We like Susan Brookhart’s definition and guidance the best. In her book, How to… Continue reading The Power of Effective Feedback
NOTE: This blog, as all our other blogs on conceptual learning, is based on the work of H. Lynn Erickson and Lois A. Lanning. Planning is done. You have around 3 - 5 powerful statements of conceptual relationships, a conceptual lens, questions that lead to discovery of the relationships and a list of corresponding facts… Continue reading Teaching students to learn conceptually
We've written specifically about the discipline of mathematics several times -- the two specific to concept-based are here and here. To me, it's the discipline that requires the greatest shift in how it is traditionally taught. Many experts talk about how we need students to be better problem-solvers, allowing them space to figure things out without… Continue reading Grappling with transforming mathematics? Us, too!
I'm a fan of the International Baccalaureate Program. I love the commitment to building a better world through education. I love the inquiry process of learning and the dedication to improving the quality of student thinking. Most of all, I love that the curriculum is grounded in the desire for students to gain conceptual understanding of… Continue reading Concepts and the IB
This week we continue talking about concept-based teaching and learning. As a history teacher, I've found that it's really easy to plan a lesson or unit that I think leads to conceptual understanding only later to reflect and realize that we spent most of our time down in the factual "weeds" and that concepts played a secondary role… Continue reading Introducing concepts in 3 easy steps!
Here's what I used to think about vertical alignment (in a nutshell): You look at the overarching ideas and understandings plus the discrete facts and skills of each course and make sure there are no significant gaps or overlap, although you do want some things to "spiral" throughout the grade levels. We never really broke… Continue reading Vertical Alignment of Conceptual Understanding
Have you been working with concepts in your curriculum for a while? Have you already received training on concept-based curriculum and would like to explore more deeply how to assess it and how to introduce it to students? This is the workshop for you! Participants will leave with concrete examples, templates and the start of… Continue reading Advanced Concept-Based Workshop