universal concepts
TRANSCRIPT
Active Learning for ALL: Concept Based Instruction with Depth and Complexity
Patry [email protected]
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)