Sunday, July 15, 2007
Jen, I assume you were asking if I liked our book we are reading, and responded accordingly. If you were asking if I liked Blink , I found it interesting as well. Since Blink is based on the idea that we make quick decisions, and concept-based teaching takes time, it seems as though the two books have nothing in common. However, those quick decisions are based on understanding, and not on how much information we can process. There is more shared insight between the two books than you might imagine.
Yes, Jen, it was a great book. For everyone else out there, it is easy to read, definitely pertains to IB, and you will find "IB words and ideas" jumping out at you all through the book. If nothing, else, try to take a look at some of the examples and charts. They are useful even to someone like me, who only teaches middle school off and on. There were no music examples (alas), but there are still good ideas. And, after all, we are teaching skills and knowledge that "transfers"!
Monday, July 9, 2007
Chapter 5
Every so often, our commanders-in-chief ask me to speak to parents about the MYP program. I have a fancy-schmancy power point that I show and talk about how great the IB- MYP program is, but it is hard to define for the parents. Truthfully, it was hard to define the difference between IB and non-IB for me until I had about six months experience with attempting to implement IB teaching methods in my classroom. The “thing” that doesn’t make sense to most people is the areas of interaction. Now, I think I have found a great, tangible, explanation for parents, new teachers, and even students.
On page 98, Erickson states, “concept-based classroom structure learning so that students are invited to process factual material through their personal, conceptual mind. This invitation comes in the form of a conceptual lens: ‘I’d like to invite you to think aobut our earth system in terms of SUSTAINABILITY.’ The lens of SUSTAINABILITY invites the students to think beyond the facts of our earth system and construct personal meaning.”
That, in a nutshell, encompasses the meaning of the areas of interaction. I have had more than one trainer refer to the areas of interaction as the lens through which we ask the students to see the curriculum.
I liked that Erickson gave examples of ways to increase “brain power” in this chapter. With APPROACHES TO LEARNING as one area of interaction, I think it is key that we purposefully do thinks to engage “brain power.” I liked the activity described on page 101. This could be a homeroom activity fairly early in the year. I could see the grade level teachers devising a list of activities and the homeroom teachers introducing the activity and facilitating the follow up discussion. I also think the secondary activities described on pages 101 – 103 could be homeroom/advisory activities.
I like how this chapter referenced the term “best practices” as well. If you are not familiar with “best practices,” you should probably look up what your discipline says about them. Hint: you can go to google and search for your subject [ie – best practices in teaching language arts] to get several web sites. I think if you do this, you will see that the AIMS and objectives of the MYP match up well with these “best practices.”
Every so often, our commanders-in-chief ask me to speak to parents about the MYP program. I have a fancy-schmancy power point that I show and talk about how great the IB- MYP program is, but it is hard to define for the parents. Truthfully, it was hard to define the difference between IB and non-IB for me until I had about six months experience with attempting to implement IB teaching methods in my classroom. The “thing” that doesn’t make sense to most people is the areas of interaction. Now, I think I have found a great, tangible, explanation for parents, new teachers, and even students.
On page 98, Erickson states, “concept-based classroom structure learning so that students are invited to process factual material through their personal, conceptual mind. This invitation comes in the form of a conceptual lens: ‘I’d like to invite you to think aobut our earth system in terms of SUSTAINABILITY.’ The lens of SUSTAINABILITY invites the students to think beyond the facts of our earth system and construct personal meaning.”
That, in a nutshell, encompasses the meaning of the areas of interaction. I have had more than one trainer refer to the areas of interaction as the lens through which we ask the students to see the curriculum.
I liked that Erickson gave examples of ways to increase “brain power” in this chapter. With APPROACHES TO LEARNING as one area of interaction, I think it is key that we purposefully do thinks to engage “brain power.” I liked the activity described on page 101. This could be a homeroom activity fairly early in the year. I could see the grade level teachers devising a list of activities and the homeroom teachers introducing the activity and facilitating the follow up discussion. I also think the secondary activities described on pages 101 – 103 could be homeroom/advisory activities.
I like how this chapter referenced the term “best practices” as well. If you are not familiar with “best practices,” you should probably look up what your discipline says about them. Hint: you can go to google and search for your subject [ie – best practices in teaching language arts] to get several web sites. I think if you do this, you will see that the AIMS and objectives of the MYP match up well with these “best practices.”
I just finished reading Blink by Malcom Gladwell. I found a quote in this book to go along with the book we are reading. "The key to good decision making is not knowledge. It is understanding." This certainly applies to music. I frequently see students who come to CDS from other schools who have musical knowledge, but not understanding.
Saturday, July 7, 2007
Chapter 6: Leadership Roles
This chapter deals with educational leadership. First, there is the suggestion that a school district hire a strong curriculum/instruction person as an assistant superintendent.
“Richard Elmore, in School Reform From the Inside Out: Policy, Practice and Performance (2004), reminds us that real reforms in teaching and learning take place in the classroom, and that if district wide reform is the goal, there must be a commitment from district and school leadership to ensuring quality instruction in every classroom.
There is a discussion of how district leaders must understand and support the concept-based curriculum goals, such as teaching for deep understanding and the transfer of knowledge, developing a student’s conceptual brain schema, and to motivate learners by engaging the personal intellect and by showing personal relevance in the content. They must also train all teachers on the “what, why, and how of concept-based curriculm and instruction prior to the implementation of core units”.
“Is your principal a manager or an instructional leader?”
p. 122 – 123 the role of the principal
“1. Set a community-of-learners climate.
2. Listen to what teachers have to say about their needs in implementing the curriculum (time, support materials, etc.)
3. Allocate and direct funds to support implementation needs.
4. Verbally, and by action, express support for the curriculum.
5. Brainstorm and discuss with teachers what the concept=based classroom will look like.
6. Identify staff members and/or central office coordinators who can assist you and your teachers with a smooth implementation…and with ongoing training. Plan one, three, and five year benchmarks for teacher progress in concept-based curriculum and instruction. Require teachers to address these benchmarks in their professional development plans.
7. Plan ways for teachers to support each other in understanding and implementing the curriculum mode.
8. Allow time for grade-level/department/team meetings in the building to reflect on implementation successes and “opportunities.”
9. Support implementation by asking teachers questions about their lesson or unit in pre-or post conferences.
10. Provide weekly bulletins to support teachers for their achievements and also specify a focus for classroom visits the following week.
11. Inform the community.”
Following chapter 6, there are resources.
Resource A is a glossary of terms.
Resource B is a curriculum document interface.
Resource C is teacher observations – sample forms
Resource D is concept-based graphic organizers
Resource E1 is a sample unit and lesson planner
Resource E2 is a completed unit and lesson planner
Resource F is the knowledge domain and cognitive processes
Resource G is sample school districts using a concept-based model for curriculum and instruction
This chapter deals with educational leadership. First, there is the suggestion that a school district hire a strong curriculum/instruction person as an assistant superintendent.
“Richard Elmore, in School Reform From the Inside Out: Policy, Practice and Performance (2004), reminds us that real reforms in teaching and learning take place in the classroom, and that if district wide reform is the goal, there must be a commitment from district and school leadership to ensuring quality instruction in every classroom.
There is a discussion of how district leaders must understand and support the concept-based curriculum goals, such as teaching for deep understanding and the transfer of knowledge, developing a student’s conceptual brain schema, and to motivate learners by engaging the personal intellect and by showing personal relevance in the content. They must also train all teachers on the “what, why, and how of concept-based curriculm and instruction prior to the implementation of core units”.
“Is your principal a manager or an instructional leader?”
p. 122 – 123 the role of the principal
“1. Set a community-of-learners climate.
2. Listen to what teachers have to say about their needs in implementing the curriculum (time, support materials, etc.)
3. Allocate and direct funds to support implementation needs.
4. Verbally, and by action, express support for the curriculum.
5. Brainstorm and discuss with teachers what the concept=based classroom will look like.
6. Identify staff members and/or central office coordinators who can assist you and your teachers with a smooth implementation…and with ongoing training. Plan one, three, and five year benchmarks for teacher progress in concept-based curriculum and instruction. Require teachers to address these benchmarks in their professional development plans.
7. Plan ways for teachers to support each other in understanding and implementing the curriculum mode.
8. Allow time for grade-level/department/team meetings in the building to reflect on implementation successes and “opportunities.”
9. Support implementation by asking teachers questions about their lesson or unit in pre-or post conferences.
10. Provide weekly bulletins to support teachers for their achievements and also specify a focus for classroom visits the following week.
11. Inform the community.”
Following chapter 6, there are resources.
Resource A is a glossary of terms.
Resource B is a curriculum document interface.
Resource C is teacher observations – sample forms
Resource D is concept-based graphic organizers
Resource E1 is a sample unit and lesson planner
Resource E2 is a completed unit and lesson planner
Resource F is the knowledge domain and cognitive processes
Resource G is sample school districts using a concept-based model for curriculum and instruction
Thursday, July 5, 2007
Chapter 5
Chapter 5
“Teachers in concept-based classrooms report that children are more highly engaged in leaning – emotionally as well as intellectually.” The big difference between non concept-based and concept-based learning is that the students process the facts through their conceptual mind.
There is a section in the book about introducing brain power to students. She suggests that middle grades could keep track of whether or not assignments require complex thinking or simple thinking, and then reflect on the difference. At the secondary level, students should begin to understand the relationships among elements in the structure of knowledge described in chapter 2. They should begin to understand that a concept transfers, generalizations transfer, and a topic is locked into a time, place, or situation.
There are sample lessons for elementary and secondary students.
She points out that the students should see a pattern of factual evidence to support their generalizations. They learn the difference between opinions and ideas supported by facts. The children will also enjoy a higher level vocabulary associated with concepts.
Page 108 begins a segment on adapting instructional materials. There is a discussion of textbooks and graphic organizers as resources, due to the fact-based lessons. There are specific lessons which have been expanded to be concept-based.
Some teachers feel there are too many innovations out there to try, and feel they need to include them in all lessons. However, there are some best practices out there that are more suited to concept-based lessons.
One is concept-based constructivism. While this gives a student varying degrees of autonomy in selecting topics to study, there are other principles to consider. Teachers seek and value students’ points of view, and the classroom activities are designed to challenge the students’ suppositions. Teachers build lessons around big ideas, and pose relevant problems.
Another best practice is direct instruction. This method is best used for reading and writing skill development, required memorization, and step-by-step procedures.
She points out that differentiation means meeting a variety of needs, and children will never be standardized.
The other methods mentioned include cooperative learning, multiple intelligences, and inquiry-based learning. Dialogue is a powerful tool in all.
“The conceptual mind is where one makes sense of information, finds the patterns and connections to create personal relevance, and puts knowledge together in new and creative ways. The conceptual mind is the uniquely personal intellect.”
Reflection (questions taken from the book – p. 114)
Why would a concept-based model for instruction conceivably provide more motivation for a teacher?
How does a concept-based lesson differ from a topic-base lesson? Do they both teach facts?
“Teachers in concept-based classrooms report that children are more highly engaged in leaning – emotionally as well as intellectually.” The big difference between non concept-based and concept-based learning is that the students process the facts through their conceptual mind.
There is a section in the book about introducing brain power to students. She suggests that middle grades could keep track of whether or not assignments require complex thinking or simple thinking, and then reflect on the difference. At the secondary level, students should begin to understand the relationships among elements in the structure of knowledge described in chapter 2. They should begin to understand that a concept transfers, generalizations transfer, and a topic is locked into a time, place, or situation.
There are sample lessons for elementary and secondary students.
She points out that the students should see a pattern of factual evidence to support their generalizations. They learn the difference between opinions and ideas supported by facts. The children will also enjoy a higher level vocabulary associated with concepts.
Page 108 begins a segment on adapting instructional materials. There is a discussion of textbooks and graphic organizers as resources, due to the fact-based lessons. There are specific lessons which have been expanded to be concept-based.
Some teachers feel there are too many innovations out there to try, and feel they need to include them in all lessons. However, there are some best practices out there that are more suited to concept-based lessons.
One is concept-based constructivism. While this gives a student varying degrees of autonomy in selecting topics to study, there are other principles to consider. Teachers seek and value students’ points of view, and the classroom activities are designed to challenge the students’ suppositions. Teachers build lessons around big ideas, and pose relevant problems.
Another best practice is direct instruction. This method is best used for reading and writing skill development, required memorization, and step-by-step procedures.
She points out that differentiation means meeting a variety of needs, and children will never be standardized.
The other methods mentioned include cooperative learning, multiple intelligences, and inquiry-based learning. Dialogue is a powerful tool in all.
“The conceptual mind is where one makes sense of information, finds the patterns and connections to create personal relevance, and puts knowledge together in new and creative ways. The conceptual mind is the uniquely personal intellect.”
Reflection (questions taken from the book – p. 114)
Why would a concept-based model for instruction conceivably provide more motivation for a teacher?
How does a concept-based lesson differ from a topic-base lesson? Do they both teach facts?
Monday, July 2, 2007
Chapter 4
Concept –Based Curriculum and Instruction
Chapter 4 Designing Concept-Based Units and Lessons
“Concept-based instructional units can be either interdisciplinary (multiple subjects addressing a common topic) or intradisciplinary (within a specific subject area). What makes them concept based is the conceptual/factual synergy built into the curricular design.”
The unit components:
A unit title
A conceptual lens
Concepts and subconcepts (macro and micro)
Generalizations (enduring, essential understandings – transferable)
Guiding and Essential Questions
Critical Content (factual content students must know)
Key Skills (skills that define what the student must be able to do)
Performance Tasks and Scoring Guides (demonstrate what students know, understand and are able to do)
Learning Experiences (this step precedes performance tasks in a unit)
Unit Resources/Teacher Notes
Comparing Topic-based and Concept-Based Units
There is a chart comparing topic-based and concept-based units on p. 73
I will add some of her notes here:
She considers step 4 (generalizations) to be the step that raises the bar for teaching and learning.
Step 5 (guiding and essential questions) is where a huge difference is found between eh two methods. Topic based units use fact-based questions, and concept-based units use factual, conceptual and essential (debatable or provocative) questions.
Step 8 (performance task) notes that the focus for the two dimensional task is having students answer factual questions, while the focus for the 3 dimensional task is having students answer questions to show understandings in addition to factual knowledge.
She feels educators will need to know the difference between a topic and a concept, as well as a fact and a generalization, and to understand the importance of teaching transferable, conceptual ideas, before they can design units and lessons to support these concepts.
Reflection: “How can I design the curricular and instructional experiences to help each student attaint eh key concepts and understandings using the critical content?”
She suggests that teachers plan for the year by designing overview webs of the core instructional units before they begin on the full units. The webs “only identify the critical content topics and concepts for a unit; the skills are brought into the unit at a later point.”
This will not only provide a teacher with reassurance that they can accomplish the required curriculum, but allows the teacher to control standards-driven curriculum. “The textbook and the standards are a resource. The instructional units are the curriculum.”
There are several examples of unit planners. She also includes a flow chart, as some districts rely on them to identify macroconcepts and subconcepts.
“Correlating the know, understand, and able to do components from an instructional unit ensures that all components are addressed and moves a lower-level activity into a performance of deeper, conceptual understanding.”
Quality lesson plans are:
Coherent
Interesting
Time-worthy
Standards-aligned
Differentiated
She mentions that the “student performance picks up some of the language from the conceptual understanding to ensure that this dimension is addressed”.
Differentiation:
Tomlinson and Edison identify 5 classroom elements that can be differentiated or modified:
Content
Process
Products
Affect
Learning environments
A tip for writing powerful generalizations:
Do not use the weak verbs such as impact, affect, influence, is are and have.
Instead, answer the questions How? Why? and So what?
Reflection (questions p. 91 and 95):
How can I identify appropriate concepts for my grade level or course?
How can we use unit overview webs to contextualize the state academic standards?
What is the difference between an activity and a performance?
Chapter 4 Designing Concept-Based Units and Lessons
“Concept-based instructional units can be either interdisciplinary (multiple subjects addressing a common topic) or intradisciplinary (within a specific subject area). What makes them concept based is the conceptual/factual synergy built into the curricular design.”
The unit components:
A unit title
A conceptual lens
Concepts and subconcepts (macro and micro)
Generalizations (enduring, essential understandings – transferable)
Guiding and Essential Questions
Critical Content (factual content students must know)
Key Skills (skills that define what the student must be able to do)
Performance Tasks and Scoring Guides (demonstrate what students know, understand and are able to do)
Learning Experiences (this step precedes performance tasks in a unit)
Unit Resources/Teacher Notes
Comparing Topic-based and Concept-Based Units
There is a chart comparing topic-based and concept-based units on p. 73
I will add some of her notes here:
She considers step 4 (generalizations) to be the step that raises the bar for teaching and learning.
Step 5 (guiding and essential questions) is where a huge difference is found between eh two methods. Topic based units use fact-based questions, and concept-based units use factual, conceptual and essential (debatable or provocative) questions.
Step 8 (performance task) notes that the focus for the two dimensional task is having students answer factual questions, while the focus for the 3 dimensional task is having students answer questions to show understandings in addition to factual knowledge.
She feels educators will need to know the difference between a topic and a concept, as well as a fact and a generalization, and to understand the importance of teaching transferable, conceptual ideas, before they can design units and lessons to support these concepts.
Reflection: “How can I design the curricular and instructional experiences to help each student attaint eh key concepts and understandings using the critical content?”
She suggests that teachers plan for the year by designing overview webs of the core instructional units before they begin on the full units. The webs “only identify the critical content topics and concepts for a unit; the skills are brought into the unit at a later point.”
This will not only provide a teacher with reassurance that they can accomplish the required curriculum, but allows the teacher to control standards-driven curriculum. “The textbook and the standards are a resource. The instructional units are the curriculum.”
There are several examples of unit planners. She also includes a flow chart, as some districts rely on them to identify macroconcepts and subconcepts.
“Correlating the know, understand, and able to do components from an instructional unit ensures that all components are addressed and moves a lower-level activity into a performance of deeper, conceptual understanding.”
Quality lesson plans are:
Coherent
Interesting
Time-worthy
Standards-aligned
Differentiated
She mentions that the “student performance picks up some of the language from the conceptual understanding to ensure that this dimension is addressed”.
Differentiation:
Tomlinson and Edison identify 5 classroom elements that can be differentiated or modified:
Content
Process
Products
Affect
Learning environments
A tip for writing powerful generalizations:
Do not use the weak verbs such as impact, affect, influence, is are and have.
Instead, answer the questions How? Why? and So what?
Reflection (questions p. 91 and 95):
How can I identify appropriate concepts for my grade level or course?
How can we use unit overview webs to contextualize the state academic standards?
What is the difference between an activity and a performance?
Saturday, June 30, 2007
Chapter 4
This chapter has many great samples of webs, unit planners, and lesson planners. I think it is helpful, and I think this is something that we can work on during our “IB” time next year – writing and planning meaningful, concept-based lessons and units.
I loved the lesson example that she gives on pages 86 and 87 about the Revolutionary War. It is similar to an assignment that I used to do when I taught the novel My Brother Sam Is Dead. My lesson was not as well planned as this one, yet I still feel validated.
However, this led me to thinking about language b and PE specifically. In language b, I would think a concept might be the idea of masculine and feminine adjectives and nouns. How would you plan a unit around this?
I loved the lesson example that she gives on pages 86 and 87 about the Revolutionary War. It is similar to an assignment that I used to do when I taught the novel My Brother Sam Is Dead. My lesson was not as well planned as this one, yet I still feel validated.
However, this led me to thinking about language b and PE specifically. In language b, I would think a concept might be the idea of masculine and feminine adjectives and nouns. How would you plan a unit around this?
Friday, June 29, 2007
Chapter 3
I have to admit it; I rolled my eyes before I began reading this chapter. Standards have always been a part of my teaching vocabulary and I often feel that the idea of academic standards is misinterpreted. Imagine my glee as I read page 48 and realized that Erickson was saying the same thing. The problem with standards is the push for testing with them – it’s a shame that our politicians haven’t read this chapter as it addresses the flaws with our current push for state testing.
The flow charts of sample enduring understandings are quite helpful. When we return to school [or at out book study night] we’ll have to brainstorm ways to share these with our colleagues who are not reading the book. I particularly loved the one for visual arts and think that we could create a similar flow chart for technology/design program.
I think Sabrina does an amazing job teaching American History conceptually in eighth grade. A few years ago she decided to teach by theme rather than teach chronologically. The result is that she focuses on the concepts that surround a theme [ie. When studying the theme of “war” she focuses on the concept of change]. Because she organizes her class in this way, it is very easy for me, in language arts, to make curriculum connections with her class. This is what I meant in my last post when I said that it would be easier to make interdisciplinary connections by concept.
I think that we have spent some time with backwards design already and that as a staff we have at least an initial understanding of concept-based curriculum design. With that said, we can do more. I think it will be helpful to focus on the concepts we hope to teach during our professional days next year. Many groups wanted more vertical time with their subject areas, and a discussion about concepts and our subject AIMS and objectives would be a great place to start. What do you think?
The flow charts of sample enduring understandings are quite helpful. When we return to school [or at out book study night] we’ll have to brainstorm ways to share these with our colleagues who are not reading the book. I particularly loved the one for visual arts and think that we could create a similar flow chart for technology/design program.
I think Sabrina does an amazing job teaching American History conceptually in eighth grade. A few years ago she decided to teach by theme rather than teach chronologically. The result is that she focuses on the concepts that surround a theme [ie. When studying the theme of “war” she focuses on the concept of change]. Because she organizes her class in this way, it is very easy for me, in language arts, to make curriculum connections with her class. This is what I meant in my last post when I said that it would be easier to make interdisciplinary connections by concept.
I think that we have spent some time with backwards design already and that as a staff we have at least an initial understanding of concept-based curriculum design. With that said, we can do more. I think it will be helpful to focus on the concepts we hope to teach during our professional days next year. Many groups wanted more vertical time with their subject areas, and a discussion about concepts and our subject AIMS and objectives would be a great place to start. What do you think?
Thursday, June 28, 2007
Chapter Two
The Structure of Knowledge
When reading this chapter, I remembered my second IB training for PYP in Atlanta. Mostly, it was not the best training, but what I got from it, what I still remember was the quiz that our trainer gave us. It had a few nit-picky questions [sorry for that lice reference] like “in what year did the revolution begin?” The answer to that question would vary depending upon which revolution one was addressing. The important thing, our instructor emphasized, was that we focus not on the details but on the concepts – what is a revolution? Why do revolutions happen? It is through these deeper questions that students gain understanding. This is a lot like the example that Erickson gives about the Civil War on page 34.
What we want for our students is for them to gain that deeper understanding – the question for us becomes how do we get them there? I had an interesting experience as a parent this evening. We were eating dinner and discussing Beowulf with the kids. No, we don’t always have intellectual conversations about classic literature around the dinner table, but the movie Grendel was on the Sci-fi channel so we were trying to explain it to the kids [incidentally, our explanation took so long that we missed much of the movie]. John explained to Will that Beowulf’s basic plot [hero faces bad guy and wins] has been used in many stories and Will said something to the effect of “so it sort of inspired modern literature.” Now, Will is a smart guy, but I give credit to our school for that level of conceptual thinking. I see how he thinks deeply and makes connections that frankly I know I did not make at his age. We should be proud of our program!
Interdisciplinary Connections
I felt like Erickson’s discussion on the transfer of knowledge gave me some insight on interdisciplinary teaching. Often we make the mistake of trying to link topics rather than concepts. If we look for the concepts that we teach and try to make connections there, I think it will be easier for us to plan genuine interdisciplinary units.
The Paradigm Shift and the Texas Model
This chapter offers great insight into the organization of the IB MYP curriculum framework. The call for teachers to “clearly articulate for themselves the focus concepts and ideas they are guiding students toward” [34] correlates with the AIMS listed for each subject area. Does this mean our guiding questions should in some way make a connection to the AIMS we have for each unit?
I also think it is important to note that she does not advocate abandoning factual knowledge all together. At our dinner table tonight, Will could not have made the conceptual link about the story of Beowulf if he did not have the factual knowledge that many stories have a hero that fights the bad guy and wins. Information and concepts go hand-in-hand. The system of education, especially in our public schools, puts heavy emphasis on facts, but our students need concepts too. As Erickson so eloquently put it, students “with strong conceptual structures in the brain are better able to process the massive amounts of incoming information, and better able to transfer knowledge” [39].
Conclusions
I found the samples to be helpful [especially the language arts dialogue] and overall I saw many connections to the IB curriculum guides for the various subject areas.
When reading this chapter, I remembered my second IB training for PYP in Atlanta. Mostly, it was not the best training, but what I got from it, what I still remember was the quiz that our trainer gave us. It had a few nit-picky questions [sorry for that lice reference] like “in what year did the revolution begin?” The answer to that question would vary depending upon which revolution one was addressing. The important thing, our instructor emphasized, was that we focus not on the details but on the concepts – what is a revolution? Why do revolutions happen? It is through these deeper questions that students gain understanding. This is a lot like the example that Erickson gives about the Civil War on page 34.
What we want for our students is for them to gain that deeper understanding – the question for us becomes how do we get them there? I had an interesting experience as a parent this evening. We were eating dinner and discussing Beowulf with the kids. No, we don’t always have intellectual conversations about classic literature around the dinner table, but the movie Grendel was on the Sci-fi channel so we were trying to explain it to the kids [incidentally, our explanation took so long that we missed much of the movie]. John explained to Will that Beowulf’s basic plot [hero faces bad guy and wins] has been used in many stories and Will said something to the effect of “so it sort of inspired modern literature.” Now, Will is a smart guy, but I give credit to our school for that level of conceptual thinking. I see how he thinks deeply and makes connections that frankly I know I did not make at his age. We should be proud of our program!
Interdisciplinary Connections
I felt like Erickson’s discussion on the transfer of knowledge gave me some insight on interdisciplinary teaching. Often we make the mistake of trying to link topics rather than concepts. If we look for the concepts that we teach and try to make connections there, I think it will be easier for us to plan genuine interdisciplinary units.
The Paradigm Shift and the Texas Model
This chapter offers great insight into the organization of the IB MYP curriculum framework. The call for teachers to “clearly articulate for themselves the focus concepts and ideas they are guiding students toward” [34] correlates with the AIMS listed for each subject area. Does this mean our guiding questions should in some way make a connection to the AIMS we have for each unit?
I also think it is important to note that she does not advocate abandoning factual knowledge all together. At our dinner table tonight, Will could not have made the conceptual link about the story of Beowulf if he did not have the factual knowledge that many stories have a hero that fights the bad guy and wins. Information and concepts go hand-in-hand. The system of education, especially in our public schools, puts heavy emphasis on facts, but our students need concepts too. As Erickson so eloquently put it, students “with strong conceptual structures in the brain are better able to process the massive amounts of incoming information, and better able to transfer knowledge” [39].
Conclusions
I found the samples to be helpful [especially the language arts dialogue] and overall I saw many connections to the IB curriculum guides for the various subject areas.
Wednesday, June 27, 2007
The Jen connection
See? We have a great partnership on stage and off! I will condense and you can connect, and hopefully everyone will get all the info.
Chapter One - Part 2
Creative Thinking
I saw this section connect to the learner profile, specifically about being open-minded and an inquirer. I marveled the importance that she placed on creative thinking. I consider myself to be a creative thinker and found it exciting that “big picture thinkers will now reap society’s richest rewards and share its greatest joys.”
When we were in Mt. Vernon, John commented on how amazing George Washington was. He had so many roles including farmer, grist mill creator, architect, general, politician, etc. He had the freedom to pursue many areas – a true Renaissance man. In our society we are so streamlined and specialized – I wonder if that ever hinders our progress.
I think the key to teaching for the big picture comes from reflecting on our own education. What tools did we learn in school that we still use today? Those are big picture items.
Critical Thinking
Again, I see many MYP connections here:
• Offering the learner profile [thinkers, inquirers, communicators]
• Evaluating information [ie- is this a valid website?]
• Producing mulitiple solutions to a problem [ie-write two different ways to solve this problem, write two different thesis statements for your research paper and chose the best one, etc.]
Reflective Thinking
I think we are on the right track with this, but we need to keep guiding our students though purposeful reflection and giving them time to do it.
I loved the question chart on page 20 and could see us using it with writing assignments.
Conclusions
Overall, I consider my classroom to be concept based because I tend to focus on the big picture, but I do feel that I could do more to engage the students.
I saw this section connect to the learner profile, specifically about being open-minded and an inquirer. I marveled the importance that she placed on creative thinking. I consider myself to be a creative thinker and found it exciting that “big picture thinkers will now reap society’s richest rewards and share its greatest joys.”
When we were in Mt. Vernon, John commented on how amazing George Washington was. He had so many roles including farmer, grist mill creator, architect, general, politician, etc. He had the freedom to pursue many areas – a true Renaissance man. In our society we are so streamlined and specialized – I wonder if that ever hinders our progress.
I think the key to teaching for the big picture comes from reflecting on our own education. What tools did we learn in school that we still use today? Those are big picture items.
Critical Thinking
Again, I see many MYP connections here:
• Offering the learner profile [thinkers, inquirers, communicators]
• Evaluating information [ie- is this a valid website?]
• Producing mulitiple solutions to a problem [ie-write two different ways to solve this problem, write two different thesis statements for your research paper and chose the best one, etc.]
Reflective Thinking
I think we are on the right track with this, but we need to keep guiding our students though purposeful reflection and giving them time to do it.
I loved the question chart on page 20 and could see us using it with writing assignments.
Conclusions
Overall, I consider my classroom to be concept based because I tend to focus on the big picture, but I do feel that I could do more to engage the students.
Thanks for the SUE NOTES
Wow! Sue I love your notes! They are so comprehensive. I really appreciate you taking the time to do this.
Monday, June 25, 2007
Chapter 3
Concept-Based Curriculum and Instruction
Chapter 3
“Academic standards are not a curriculum; they are a framework for designing curriculum. A curriculum is a coherent, teacher-friendly document that reflects the intent of the academic standards. When teachers mistakenly think that state academic standards are a curriculum, they may start checking off benchmarks one by one, which can lead to pellet-gun teaching.
If you examine the performance indicators across academic standards in science, social studies, and mathematics, you will find that science is generally concept based, social studies is fact based, and mathematics is skill based.”
There is a large section on math in this chapter. She begins with “the student uses place values to represent whole numbers and decimals”, and changes it to “the student understands that place value can be used to represent whole numbers and decimals.
She points out that the lead-in phrase “understands that”, gives us a generalization sentence - two or more concepts stated in a relationship”
If we expect to develop and shape conceptual minds, curriculums need to be revised from objective driven documents to idea centered. Even though Bloom designated specific verbs for different levels, such as the lower cognitive level of knowledge, and the higher cognitive level of synthesis, she feels we should strive for ideas and issues.
There is a large chart with samples of enduring understandings for certain specific grades and disciplines, as well as a visual arts framework. These are too big and too specific to add here, but worth looking at for your specific grade or subject.
She suggests that we provide teachers with three clear categories of information:
“What we want students to know (topical, factual knowledge)
What we want students to understand (the conceptual transferable understandings of the discipline)
What we want students to be able to do (the specific processes and skills of the discipline)”
She goes on to explain the difference between skills and activities.
“Skills transfer (analyze primary and secondary source documents to compare historical perspective)
When you attach a skill to a particular topic, you have created a content objective or an instructional activity.”
She has included a rubric: teaching to standards. It was similar to our end-of-year reflection, although shorter, and the categories included novice, practitioner and expert.
She discusses bringing district-level coherence to standards, but it could also be used as we develop our curriculum.
1. Unit development approach
“this method shows teachers how to address the standards using their content, and clarifies the link between what students must know, understand, and be able to do.
2. District framework in a “Landscape Design” Approach
She says one could create a landscape framework using just standards and textbook/curricular material, but feels designing the units first is much stronger.
Reflection (questions from the book):
1. Academic standards are improving academic achievement. In what ways?2. Academic standards still need revision. In what ways?
Chapter 3
“Academic standards are not a curriculum; they are a framework for designing curriculum. A curriculum is a coherent, teacher-friendly document that reflects the intent of the academic standards. When teachers mistakenly think that state academic standards are a curriculum, they may start checking off benchmarks one by one, which can lead to pellet-gun teaching.
If you examine the performance indicators across academic standards in science, social studies, and mathematics, you will find that science is generally concept based, social studies is fact based, and mathematics is skill based.”
There is a large section on math in this chapter. She begins with “the student uses place values to represent whole numbers and decimals”, and changes it to “the student understands that place value can be used to represent whole numbers and decimals.
She points out that the lead-in phrase “understands that”, gives us a generalization sentence - two or more concepts stated in a relationship”
If we expect to develop and shape conceptual minds, curriculums need to be revised from objective driven documents to idea centered. Even though Bloom designated specific verbs for different levels, such as the lower cognitive level of knowledge, and the higher cognitive level of synthesis, she feels we should strive for ideas and issues.
There is a large chart with samples of enduring understandings for certain specific grades and disciplines, as well as a visual arts framework. These are too big and too specific to add here, but worth looking at for your specific grade or subject.
She suggests that we provide teachers with three clear categories of information:
“What we want students to know (topical, factual knowledge)
What we want students to understand (the conceptual transferable understandings of the discipline)
What we want students to be able to do (the specific processes and skills of the discipline)”
She goes on to explain the difference between skills and activities.
“Skills transfer (analyze primary and secondary source documents to compare historical perspective)
When you attach a skill to a particular topic, you have created a content objective or an instructional activity.”
She has included a rubric: teaching to standards. It was similar to our end-of-year reflection, although shorter, and the categories included novice, practitioner and expert.
She discusses bringing district-level coherence to standards, but it could also be used as we develop our curriculum.
1. Unit development approach
“this method shows teachers how to address the standards using their content, and clarifies the link between what students must know, understand, and be able to do.
2. District framework in a “Landscape Design” Approach
She says one could create a landscape framework using just standards and textbook/curricular material, but feels designing the units first is much stronger.
Reflection (questions from the book):
1. Academic standards are improving academic achievement. In what ways?2. Academic standards still need revision. In what ways?
chapter two
Concept-Based Curriculum and Instruction for the Thinking Classroom
Chapter 2 The Structure of Knowledge
“State and Local academic standards, as well as textbooks and other curriculum materials, can raise the intellectual bar for students and teachers by shifting from traditional lists of verb-driven objectives to clear statements of what students must know, (critical factual knowledge), understand (generalizations and principles), and be able to do (processes/skills).”
The Chart of the Structure of Knowledge is as follows:
Theory
Principle Generalization
Concepts Concepts
Topic Topic
4 facts 4 facts
There were specific examples for science, social studies, literature, art, PE and math.
The PE Chart:
Principle generalization: weight transfer, direction follow-through, and force determine the accuracy of a throw
Concepts: Weight transfer, follow-through, force, direction
Topic: Throwing a ball
A note for math: “the structure of knowledge is much more conceptual than in topic-heavy disciplines like history. So when mathematics teachers think of their organizing topic they are actually identifying a broader organizing concept”
Structure of Knowledge Components
“Topics: Organize a set of facts related to specific people, places, situations, or things.
Extension: Topics do not transfer. Related to specific examples.
Facts: Specific examples of people, places, situations, or things.
Extension: Facts do not transfer. Locked in time, place or situation.
Concepts: Mental constructs that “umbrella” different topical examples and meet these criteria: timeless, universal, abstract (to different degrees) different examples that share common attributes.
Extension: Concepts do transfer. A higher level of abstraction than topics because of their generalizability. Concepts come at different levels of generality, abstractness, and complexity.
Generalizations: Two or more concepts stated in a relationship that meet these criteria: generally universal application, generally timeless, abstract ( to different degrees), supported by different examples (situational). Enduring, essential understandings for a discipline. May need qualifiers.
Extension: Generalizations must be tested against and supported by, the facts.
Principles: Also two or more concepts stated in a relationship, but they are considered the foundational “truths” of a discipline.
Extension: Do not use qualifiers.
Theories: Explanations of the nature or behavior of a specified set of phenomena based on the best evidence available (assumptions, accepted principles, procedures).
Extension: Theories are supported by best evidence rather than absolute facts.”
She says that teaching inductively means that students are guided to understanding concepts, principles, and generalizations. Also, to raise academic and teaching standards, topics and facts should be supporting tools rather than the final destination.
She has taken a model for changing to concept-based teaching from Texas, called the Texas depth and complexity model, and adapted it to an updated form of Bloom’s taxonomy. This creates a deeper understanding of content, the ability to transfer knowledge, and the development and shaping of the conceptual mind.
“Students understand when they build connections between the “new” knowledge to be gained and their prior knowledge.”
She says that each discipline has concepts ranging from macro to micro. “Macro concepts, such as system, change, and order, are often called “integrating concepts” because they can collapse many different examples.” “Change, for example, is a macroconcept in all disciplines.”
“Macroconcepts provide breadth of understanding; but it is the microconcepts that provide depth of understanding.”
LA sample:
Macroconcepts: Elements
Microconcepts: Character, plot, setting
Reflection: (questions from the book)
What is the difference between two-dimensional and three-dimensional curriculum?...instruction? What is your next step toward this goal?
Chapter 2 The Structure of Knowledge
“State and Local academic standards, as well as textbooks and other curriculum materials, can raise the intellectual bar for students and teachers by shifting from traditional lists of verb-driven objectives to clear statements of what students must know, (critical factual knowledge), understand (generalizations and principles), and be able to do (processes/skills).”
The Chart of the Structure of Knowledge is as follows:
Theory
Principle Generalization
Concepts Concepts
Topic Topic
4 facts 4 facts
There were specific examples for science, social studies, literature, art, PE and math.
The PE Chart:
Principle generalization: weight transfer, direction follow-through, and force determine the accuracy of a throw
Concepts: Weight transfer, follow-through, force, direction
Topic: Throwing a ball
A note for math: “the structure of knowledge is much more conceptual than in topic-heavy disciplines like history. So when mathematics teachers think of their organizing topic they are actually identifying a broader organizing concept”
Structure of Knowledge Components
“Topics: Organize a set of facts related to specific people, places, situations, or things.
Extension: Topics do not transfer. Related to specific examples.
Facts: Specific examples of people, places, situations, or things.
Extension: Facts do not transfer. Locked in time, place or situation.
Concepts: Mental constructs that “umbrella” different topical examples and meet these criteria: timeless, universal, abstract (to different degrees) different examples that share common attributes.
Extension: Concepts do transfer. A higher level of abstraction than topics because of their generalizability. Concepts come at different levels of generality, abstractness, and complexity.
Generalizations: Two or more concepts stated in a relationship that meet these criteria: generally universal application, generally timeless, abstract ( to different degrees), supported by different examples (situational). Enduring, essential understandings for a discipline. May need qualifiers.
Extension: Generalizations must be tested against and supported by, the facts.
Principles: Also two or more concepts stated in a relationship, but they are considered the foundational “truths” of a discipline.
Extension: Do not use qualifiers.
Theories: Explanations of the nature or behavior of a specified set of phenomena based on the best evidence available (assumptions, accepted principles, procedures).
Extension: Theories are supported by best evidence rather than absolute facts.”
She says that teaching inductively means that students are guided to understanding concepts, principles, and generalizations. Also, to raise academic and teaching standards, topics and facts should be supporting tools rather than the final destination.
She has taken a model for changing to concept-based teaching from Texas, called the Texas depth and complexity model, and adapted it to an updated form of Bloom’s taxonomy. This creates a deeper understanding of content, the ability to transfer knowledge, and the development and shaping of the conceptual mind.
“Students understand when they build connections between the “new” knowledge to be gained and their prior knowledge.”
She says that each discipline has concepts ranging from macro to micro. “Macro concepts, such as system, change, and order, are often called “integrating concepts” because they can collapse many different examples.” “Change, for example, is a macroconcept in all disciplines.”
“Macroconcepts provide breadth of understanding; but it is the microconcepts that provide depth of understanding.”
LA sample:
Macroconcepts: Elements
Microconcepts: Character, plot, setting
Reflection: (questions from the book)
What is the difference between two-dimensional and three-dimensional curriculum?...instruction? What is your next step toward this goal?
Concept-Based Curriculum and Instruction for the Thinking Classroom
H. Lynn Erickson
All quotes will be from her book.
Introduction and Chapter 1:
Ms. Erickson shares seven findings gleaned from her study of curriculum and instruction.
1) “The key to intellectual development is the synergistic interplay between the factual and conceptual levels of thinking.” She explains that students retain factual information, and deeper levels of understanding, as well as greater motivation to learn when required to process the facts through a conceptual level of thinking.
2) Traditional curriculum is a coverage curriculum, which is shallow learning and teaching.
3) “Every discipline has and inherent conceptual structure.”
4) Bloom’s taxonomy is useful, but does not lead to conceptual understanding.
5) “National academic standards are generally incoherent in their cross-disciplinary design.”
6) District curriculums should be expanded to include concepts, etc., but there must also be supporting knowledge.
7) Her theory is that there is “an inverse relationship between and expanding fact base through the grade levels and engagement of the child’s personal, conceptual mind.” She believes the early primary grade curriculum is conceptual, but that this changes in the later grades.
“Concept-based curricular and instructional designs are three-dimensional – that is, curriculum and instruction is focused on what students will…
Know (factually)
Understand (conceptually) and
Be able to Do (skillfully).”
Traditional curriculum is two dimensional (know and able to do). Performance indicators are written as objectives, with a verb followed by a topic.
She feels teachers are provided with intellectually shallow curriculum.
She recommends the use of a conceptual lens in curriculum design and instruction. Samples include: “conflict, beliefs/values, interdependence, freedom, identity, relationships, change, perspective, power, system, structure/function, design, heroes, force, complexity, paradox, interactions, transformations, patterns, origins, revolution, reform, influence, balance, innovation, genius, utility, creativity”.
Use of these conceptual lenses is referred to as enduring understandings, essential understandings and big ideas.
Some educators feel there is not enough time to develop intellectual character because of the pressure to meet standards. She says “information without intellect is meaningless”. “We retain knowledge longer and gain deeper understanding when there is an emotional response to learning.”
Daniel H. Pink says “everyone, regardless of profession, must cultivate an artistic sensibility”. All disciplines benefit from creative thinking. “Creative thinking is the personal construction of meaning.” “It is alarming to see schools cutting out art programs to make more time for standard drill and kill.”
Art is the most open-ended of all the disciplines. It is a powerful tool for developing creative thinking.
Richard Paul and Linda Elder, of the Foundation for Critical Thinking, have a set of 15 “Thinker’s Guides” sold through www.criticalthinking.org.
“Conceptual thinking requires the ability to critically examine factual information; relate to prior knowledge; see patterns and connections; draw out significant understandings at the conceptual level; evaluate the truth of the understandings based on the supporting evidence; transfer the understanding across time or situation; and, often, use the conceptual understanding to creatively solve a problem or create a new product, process, or idea.”
“Intellectual Standards:
Clarity, accuracy, precision, relevance, depth, breadth, logic, significance, fairness” (These are on p. 20, and include focus questions).
Reflection:
(Questions on p. 23)
“How does a conceptual lens facilitate the integration of thinking?”
“How would you compare education framed by the ideal of intellectual character and dispositions and education framed by a set of academic standards to cover? How can you meet the intent of academic standards without sacrificing the development of intellectual character?”
H. Lynn Erickson
All quotes will be from her book.
Introduction and Chapter 1:
Ms. Erickson shares seven findings gleaned from her study of curriculum and instruction.
1) “The key to intellectual development is the synergistic interplay between the factual and conceptual levels of thinking.” She explains that students retain factual information, and deeper levels of understanding, as well as greater motivation to learn when required to process the facts through a conceptual level of thinking.
2) Traditional curriculum is a coverage curriculum, which is shallow learning and teaching.
3) “Every discipline has and inherent conceptual structure.”
4) Bloom’s taxonomy is useful, but does not lead to conceptual understanding.
5) “National academic standards are generally incoherent in their cross-disciplinary design.”
6) District curriculums should be expanded to include concepts, etc., but there must also be supporting knowledge.
7) Her theory is that there is “an inverse relationship between and expanding fact base through the grade levels and engagement of the child’s personal, conceptual mind.” She believes the early primary grade curriculum is conceptual, but that this changes in the later grades.
“Concept-based curricular and instructional designs are three-dimensional – that is, curriculum and instruction is focused on what students will…
Know (factually)
Understand (conceptually) and
Be able to Do (skillfully).”
Traditional curriculum is two dimensional (know and able to do). Performance indicators are written as objectives, with a verb followed by a topic.
She feels teachers are provided with intellectually shallow curriculum.
She recommends the use of a conceptual lens in curriculum design and instruction. Samples include: “conflict, beliefs/values, interdependence, freedom, identity, relationships, change, perspective, power, system, structure/function, design, heroes, force, complexity, paradox, interactions, transformations, patterns, origins, revolution, reform, influence, balance, innovation, genius, utility, creativity”.
Use of these conceptual lenses is referred to as enduring understandings, essential understandings and big ideas.
Some educators feel there is not enough time to develop intellectual character because of the pressure to meet standards. She says “information without intellect is meaningless”. “We retain knowledge longer and gain deeper understanding when there is an emotional response to learning.”
Daniel H. Pink says “everyone, regardless of profession, must cultivate an artistic sensibility”. All disciplines benefit from creative thinking. “Creative thinking is the personal construction of meaning.” “It is alarming to see schools cutting out art programs to make more time for standard drill and kill.”
Art is the most open-ended of all the disciplines. It is a powerful tool for developing creative thinking.
Richard Paul and Linda Elder, of the Foundation for Critical Thinking, have a set of 15 “Thinker’s Guides” sold through www.criticalthinking.org.
“Conceptual thinking requires the ability to critically examine factual information; relate to prior knowledge; see patterns and connections; draw out significant understandings at the conceptual level; evaluate the truth of the understandings based on the supporting evidence; transfer the understanding across time or situation; and, often, use the conceptual understanding to creatively solve a problem or create a new product, process, or idea.”
“Intellectual Standards:
Clarity, accuracy, precision, relevance, depth, breadth, logic, significance, fairness” (These are on p. 20, and include focus questions).
Reflection:
(Questions on p. 23)
“How does a conceptual lens facilitate the integration of thinking?”
“How would you compare education framed by the ideal of intellectual character and dispositions and education framed by a set of academic standards to cover? How can you meet the intent of academic standards without sacrificing the development of intellectual character?”
Hi everyone! I will be posting my own version of Spark notes (Sue's notes? music notes?) for the MS book. I am going to try to condense each chapter. If I comment on some aspect of the book, I will do so separately, so you can safely assume that what I write will come from the book. All the quotes I use will be straight from the book.Have a wonderful summer!Sue
Tuesday, June 19, 2007
Chapter One: The Thinking Classroom part one
Hopefully those of you reading this chapter see the connection to the MYP. The conceptual lens that Erickson discusses is essentially the areas of interaction from the MYP. Our guiding questions, as connected to the areas of interaction, should help students make the connections between facts and concepts.
One quote/idea I found to be powerful was about developing intellectual character…
“Many educators feel that the pressure to meet academic standards necessitates coverage and speed, and that there is not enough time to develop ‘intellectual character.’ But let’s not lose sight of the purpose of education. It has to be more than obtaining a fund of information or learning sets of descrete skills…Information without intellect is meaningless” [15].
I do think we fall into that trap so often. So what if we cover an entire book? Is it more important that the students understand what we can teach them? I think about my own learning in math. I was always a good math student, but I think it is because I understood what was being taught. The nature of the equation… that both sides are equal and no matter what you do, as long as you do it to both sides, the equation will still mean the same thing… is perhaps the most important concept in mathematics. If students truly understand that, then building upon that knowledge will be easier.
I also liked the Ron Richart’s frame for intellectual dispositions – creative thinking, critical thinking, and reflective thinking. To me, that’s the learner profile in a nutshell. In fact, I was so excited about this that I just ordered that book from Amazon [dontcha just love shoppin’ on line!]
I’m going to stop this post here and will post a part two in a couple of days. If you are reading, or if you’re just checking out the blog, I look forward to your posts. I think it will be easier for us to dialogue if we post rather than comment on the other posts. If you're not sure how, this is what Barbara reminded me [I forgot while on vacation]...
After you sign on and go to the blog page, on the top right by your email address, there should be a link that says 'New Post'
One quote/idea I found to be powerful was about developing intellectual character…
“Many educators feel that the pressure to meet academic standards necessitates coverage and speed, and that there is not enough time to develop ‘intellectual character.’ But let’s not lose sight of the purpose of education. It has to be more than obtaining a fund of information or learning sets of descrete skills…Information without intellect is meaningless” [15].
I do think we fall into that trap so often. So what if we cover an entire book? Is it more important that the students understand what we can teach them? I think about my own learning in math. I was always a good math student, but I think it is because I understood what was being taught. The nature of the equation… that both sides are equal and no matter what you do, as long as you do it to both sides, the equation will still mean the same thing… is perhaps the most important concept in mathematics. If students truly understand that, then building upon that knowledge will be easier.
I also liked the Ron Richart’s frame for intellectual dispositions – creative thinking, critical thinking, and reflective thinking. To me, that’s the learner profile in a nutshell. In fact, I was so excited about this that I just ordered that book from Amazon [dontcha just love shoppin’ on line!]
I’m going to stop this post here and will post a part two in a couple of days. If you are reading, or if you’re just checking out the blog, I look forward to your posts. I think it will be easier for us to dialogue if we post rather than comment on the other posts. If you're not sure how, this is what Barbara reminded me [I forgot while on vacation]...
After you sign on and go to the blog page, on the top right by your email address, there should be a link that says 'New Post'
Thursday, June 7, 2007
Hello
Hello! This is my first post. I am excited about this opportunity for communicating about the summer book study. I will blog again when I return from my brief hiatus.
Monday, April 30, 2007
Summer Book Study
This blog has been created to facilitate an exchange of ideas for teachers participating in a summer book study of Lynn Erickson's, Concept-Based Curriculum and Instruction for the Thinking Classroom.
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