universal concepts

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

Patry Marcum-Lerwicklerwick2@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

RELEVANCE

AAcquisition

BApplication

C DAssimilation 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

RELEVANCE

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:

Critical and Creative Thinking

SkillsDepth and Complexity

Universal Concepts

Thinking Like a Disciplinarian

Taxonomy of Learning, Instruction, and Assessment

The Knowledge Dimension

The Cognitive Process Dimension1

Remember2

Understand3

Apply4

Analyze5

Evaluate6

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

Interdependence is necessary for survival.

An example of the this generalization is…

I think the big idea means…

Student choice and value for engaging in a task as it relates

to challenging activity and curriculum of interest has been

found to promote creativity, cognitive flexibility and

persistence.

(Van Tassel-Baska, 2006; Duglas, 2004; Gentry, Rizza & Owen, 2002)