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Planning Concept-based Curriculum
Whats the Big Idea?Seeking Enduring Value Beyond the Classroom
Linda Kateeb, Ed.D.
Manager
Professional Development, Differentiation
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Goals of the Session
Investigate examples of differentiating
instruction.
Explore how the use of concepts andessential understandings plays a vital role in
differentiating instruction.
Consider how to "equalize" opportunities foreach learner, giving appropriate levels of
challenge while learning the same concept
and essential understandings.
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Brain ResearchThe brain cannot retain lots of unconnected facts.
We know from brain research that students
need to see patterns and connections. And if
they have no way to make sense of thismassive amount of information that's coming
at them, they tend to get confused. It just
becomes traipsing over trivia.
Lynn Erickson, from an interview with Leslie
J. Kiernan, 1997.
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How Knowledge is Structured
Facts Concepts Principles
Discrete pieces of
information believed to
be true
May typically fall
within topics
Example: Westward
Movement
Early American
settlers migrated to
the west.
Many settlers
traveled in wagon
trains.
Ways of organizing
or categorizing things
that have something
in common
Example:
Concept of
migration is a way
of viewing
WestwardMovement
...a way of
organizing facts
about the settlers'
experiences
Ideas and deeper
understandings that
give meaning to the
concepts (essential
understandings,
generalizations, "big
ideas)
Example:
"People migrate tomeet a variety of
needs"
"Migration may
lead to enhanced
opportunity or
greater freedom."
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What is a Concept?
What is a concept? A concept is a mental
construct. It's an organizing idea. Concepts
are timeless; they never change.
Lynn Erickson, from an interview with Leslie
J. Kiernan, 1997.
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Creating a Differentiated Task
When you're creating a differentiated task, you
really aren't about the idea of trying to find
something totally different for each student todo. What you really are trying to do is have
all of the students focus on the same big idea
or essential understanding.
Carol Ann Tomlinson, from an interview with
Leslie J. Kiernan, 1996.
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The Equalizer
Foundational
Concrete
SimpleFewerFacets
Smaller Leaps
More StructuredClearly Defined
Less Independent
Slower
Transformational
Abstract
ComplexMore Facets
Greater Leaps
More OpenFuzzy
More Independent
Quicker
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Differentiated Lesson Examples
Read each lesson description
Grade 7 language arts or
Grade 2 social studies Analyze the differentiated lesson tasks
Identify where they fall on one or more of the
equalizer continuums
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Student Progress
In any particular task, students themselves
start at different points on a continuum. So
the teacher is trying to start the studentswhere they are on the continuum and move
them along that continuum as fast and as far
as they can.
Carol Ann Tomlinson, from an interview with
Leslie J. Kiernan, 1996.
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Professional Reading
Curriculum and Assessment: Two Sides of
the Same Coin (Educational Leadership, May 1993)
Mapping a Route Toward Differentiated
Instruction (Educational Leadership, September 1999)
Five Standards of Authentic Instruction(Educational Leadership, April 1993)
Recommended