Concept Based Curriculum and Instruction

all right I guess we're gonna get started now it's uh about 2 35. uh so

again uh thank you for coming this is going to be obviously a concept based curriculum instruction it's an overview uh we do not anticipate or expect that anyone in this room has to become an expert in an hour and a half

professional development session um Joanne, and, I, for, example, we, actually did a was it five days five day training um full days every single day about nine years ago at this point I know eight

years ago eight years ago at this point so that we could be certified to train everybody in Stratford along with Dr Gada where we first met that's right as

certified trainers uh so uh this I am Harold rice as many of you know I am the secondary math and science coordinator I will be transitioning to a different role on July 1st but still I'm in this

position right now and I think everybody knows Joanna as hell uh more and many different hats in different roles in this District um and currently is the coordinator of

counseling 504 assessments right so we hope that you guys have an enjoyable time we're going to be learning by doing uh we'll

be stopping from time to time and giving you some time for some think time we'll also be trying to model some of content-based curriculum as we go through it and then of course we will

have our next session in 10 days I think it is and that time we will be at benell so to make it even and fair so for one day one group travels the other day if

you haven't traveled so without further ado foreign so we want to start with why do we need concept-based curriculum and instruction

and for us that Y is part of the cons the software portrait of a graduate and so over these next three slides there's a smaller version but Harold who's actually passing out for you a paper

copy because it's always easier to see that right in front of you but as a community so parents teachers students administrators business members community members my daycare providers

education professionals we said this is what we want our Stratford students to be able to be we said we want them to be communicators collaborators lifelong Learners compassionate and engaged community

members and solution-driven problem solvers so in order for students to become these we need a way to um to learn from there for our curriculum and that's where

concept-based program comes in because we're teaching kids to make connections to not to not just stay in time and place but to look at how how all the things they're learning transfer

as we do this work you're going to be embedding the portrait qualities into the curriculum so that is going to be part of the work for the curriculum writing and so again we started with

that because I think it's important to have everyone understand that this is really our why as a district um and as Harold just pointed out

there's some copies for you these are these are kind of small to read so we are looking at what is concept is recommend construction and really right

now we're focusing how is it different from traditional topic or skill based curriculum so one of the things you may notice is that we start all of our work with questions the questions are

invitations it's how we get students to focus and to learn and so instead of writing objectives we turn those objectives into questions because it asks activates students friends and ask

them to think about what might the answer be um rather than just saying this is what you're going to learn your objective your goal is still listed it's just listed in the form of a question again

which is seen as an invitation to students in a traditional kind of curriculum you're really just focused on the topic and content and you know I

we've seen this so early European migration um the indigenous peoples of Australia the Irish potato famine Shakespeare British literature these are

all interesting and meaningful they're really interesting topics but they're locked in time space and place so they don't have it how do they expand how do we see the connections Beyond this one

moment that's what concept-based curriculum instruction is really about looking at it kind of another way this is just a visual representation and you'll see that sometimes when we offer things we offer them in a couple of

different ways um so the first one is just the topic and the skills but again we take those topic and skills it's not the skills those facts they're important but we

combine them with Concepts and turn them into generalizations so all of that builds together and we actually even though, we, write, them, these, um some, of

this information into our curriculum we actually ask students to do that work as we're teaching them we ask students to make that transfer so all of these all these openings are all together and

students are learning how to do this themselves other way two-dimensional it's coverage it's sort of shallow it doesn't transfer

and it you know we're talking about the 21st century Lois landing and then Erickson who are actually the people who trains, um Harold, and, I, and, Dr, haga they're the ones who have developed this

and they said you know that they said this is their wording um concept base is three-dimensional it's idea centered the idea is for it to

be intellectually deep and said before to that transfer and the goal is we want students to handle increased complexity and change I think we can all see where

that would be relevant today we want students to know and to understand they have to know you know it's not that we get rid of manufactual knowledge that's important you need that knowledge

you need that those that basic information in order to be able to understand in order to transfer it to something that goes across times-based cultures and situations so sometimes people get confused and think oh

constant-based curriculum we're just getting rid of all the facts no it's they still exist they're still important but you use that knowledge and you use it to make a bigger uh to show a bigger

understanding thank you man I forgot to say during the introduction that we were actually really excited to work with this group because I think that uh if there's any educational group or Department in

Stratford that really can latch on to this idea of consensual understanding and doing and beyond the facts I would say I see it every day in your classrooms on CTE not

every day in any questions every day but you know get the point so this is kind of exciting about that part so as we're going through this I want you to think about your curriculum and your

curricular areas and how this might apply right how these these takeaways might might go in because I know as Dr gate is putting together a lot of curriculum writing projects coming up this is the sort of

thing that that'll kind of fuel into that and I forgot to say early on earlier that we are having an hour and a half session today it's gonna be a little bit of homework um although we're going to give time at

the end to work on it and then there's an hour and a half session in 10 days and then Joanna and I have each planned and worked with Dr Gator and Kevin Clemy that will also be available for several

hours for like one-on-one or a small group depending on how your team is working so just to give you let you know there's support Beyond just these sessions so because it's a lot to take in advice

all right so this next part we're going to talk, a, little, bit, about, the, the structures of um two things and you can see by the questions or the previews we're looking at the structure of knowledge which

applies very heavily um so I think most content areas and then we have the structure of process which Joanna will be leading you through which is a little bit more nuanced and it got its roots in

the English language arts area but certainly could be applied in other areas just thinking back to the the piece before about three-dimensional versus two-dimensional it had me thinking about a culinary uh in my mind

is that you know a two-dimensional learning is like the kid can follow the recipe but three-dimensional learning is they can figure out a recipe right they can understand the techniques and things

that go beyond that so the structure of knowledge was I want to say invented but put forward by by Lynn Harrison this book transitioned

into concept-based curriculum and instruction we put in the order uh several weeks ago but only one copy has made it in at this point and I think Joanna has planned to raffle it off or something by the end of

the session all of you will be getting a copy of this book as well as one other book but this is sort of like the basis of everything in content-based curriculum so especially for reference you'll have it

um just wanted to make sure you know that this is where these ideas come from so all of this work really is the brainchild of Lynn Erickson her many years working with teachers with administrators with curriculum experts and that's what we're going to go

through now so we're going to start by again giving examples before we give definition that's what I always work with on math

and science teachers it's good pedagogy to get sort of give you something conceptually wrap onto before you get the definition of a word that you know doesn't necessarily match what you you

know it is so we're going to do that by looking at first this diagram which is a visual representation of how the different Pieces come together and then

we're going to look at a few concrete examples I think we're actually doing three of them and then I'm going to have you think about in your own words what what they mean to you um so I think the easiest way to go

through this this diagram is to talk about it in Practical terms and this is not a hard and fast rule you don't have to do it in this order all the time it sort of depends on the situation but in general when you're starting to learn

about it uh you always not always but you generally start at the topic level so in this example we're going to say that the topic we're going to look at is principles of engine operation okay and

that I'm sure you can imagine in standard curriculum in season courses that do deal with small engines or large engines are going to have that as a topic you know how does an engine work

what are the different various parts do and then of course standard afternoon come up with a topic typical curriculum rating um would be then okay well what are all the things we want students to know

about right that would be down at the facts level so and this is just examples this is not intended to be in the full compendium of all the information they would need to know and full disclosure

Joanna and I normally uh when these examples we put up we put up examples for, our, I'm, sorry, for, for, um you, know science for math for for social studies for English topics that are like in our

direct domain and wheelhouse but for this purposes we try to sort of make it more in the CTE realm to make it a little bit easier to grab onto so if we got anything wrong we apologize for that

so start with the topic then we go to the facts and understandings and a two-dimensional curriculum would in essence stop there and say well this is all the things the kid needs to know now let's develop an assessment

um it might even be um uh a Hands-On assessment it might be a written assessment but they have to demonstrate knowledge of these things with concept-based curriculums you want

to rise up to the next level and we're not going to Define Concepts yet what I'd like you to do is take a look at the concepts that appear on the next three slides as we go through them and in your

own miners you're looking at start to think about how the concepts differentiate themselves from the facts and the topic itself so in this example

some examples of Concepts that would go into this unique topic principles of engine operation could be energy work power and systems and the idea is I'm trying not to give away

too much right the idea of the generalization is look at that it's almost like a plan to have this here um we have essential questions about and I'm sure uh those of you that were

working in Stratford um prior to well under the previous superintendent I read Cornish uh probably do remember that there was a time that a big push that we were expected to have lawyer objectives and

during understanding things up on the wall but generally speaking within your curriculum the principal generalization would be your enduring understanding it's the big takeaway right and so in this case the principle of

generalization that could go with the unit topic in this case we set the conversion of energy creates the power that makes systems function right it's kind of a big broader View

so again the lower part topics and facts are traditionally part of any two-dimensional curriculum it's the upper part with Concepts principles and generalization that we use to elevate it

to a constipation three-dimensional treatment like I said we're going to look at two more examples so as we're looking at it again keep thinking about what in your mind differentiates the things that the concept and

generalization level versus the fact level at the bottom so the second example start out with a topic emergency services this is something that would definitely

come up I think we actually pulled this from one of the units in uh one of the Medical Careers um topics and so of course you're going to have a lot of associated facts that go in with that

in this case CPR laceration incision abrasion convulsion Hemorrhage triage and understanding what all of these things mean is important in understanding the different breadth and depth of different Emergency Services

the concepts that we're putting forward that would probably be appropriate I think in some cases we actually pulled these from the units that already exist although they're not highlighted or labeled that way

so we pulled out stress pain communication and disease and then a principle or generalization stress May exacerbate the development of

a disease so big picture idea that if a student goes through to a unit on Emergency Services you would want them to come up with something and again we didn't hit the target perfectly we

apologize but just sort of giving an example of you know that might not be the big takeaway but the that's where your expertise will foreign and the last example we're going to put

up is this one is outside of CTE this is more I think this has come at from like a social studies type example Japanese

earthquake and tsunami that's the topic certain facts to know about what happened in 2011 citizens you can experience an earthquake or tsunami

and then some Concepts there's a big takeaway for the generalization so what we're going to do next is we're going to look at a few slides where I'm going to invite you to turn to a

neighbor and share a few ideas I think we do that I think it's three times but one of them is pretty quick so if we start out at the layer of the structure of knowledge we have topics

and facts facts um and I guess you know in this case I'm not going to do a turn and talk to this slide because that's pretty that's a little more traditional straightforward part so

topics specific lock and time replace they do not transfer to one thing and then facts they provide support for everything above it it's the smaller pieces and I don't think we need to spend too

much time defining topics and facts because in generally you're probably used to teaching a topic and probably used to asking students to know facts about certain things so the next one is concept so if you

would take a moment and turn to someone near you about what you were noticing about the difference in your own words in your own thoughts what was the difference between the facts on some of

those previous examples versus the pieces we were putting in the concept layer and see if there's anything that comes out again take about 30 seconds if you would just talk to somebody nearby

yeah yeah you go back one yeah [Music] okay what are the facts about this as well all right we'll come back together in

about 10 seconds well that was brilliant yes I feel good

too bad I can't sit in the chair yes I'm distracted by his poor chair all right so uh is there anyone that would like to share either something

that they noticed or something that someone shared with you when you were doing your your turn and talk as a difference between the sort of the

concept level and the fact level yes I just noticed my initial was that all, the, concept, I'm, just, going, to use the term vocabulary words because they were words

are all included in the generalization so you notice the concepts are included in the generalization yes okay I heard good conversations

yes we also noticed that the the facts were sort of like the building block of the topic and that you needed to kind of use the facts I know we said figure out

the topic but first but the facts definitely supported the topic so we we noticed that that was in in the examples very apparently okay and how would that

be different from the concepts then like that all right I'm sure I know you guys the concept could be applied to other situations other situations can you say

a little more about that can you go back to your slide let's go back to like this one well the concept is natural disasters caught by forces of nature so the

Japanese earthquake is one example of how that happens but then the students can go and find out what other natural disasters occur and what happens and how has that impacted people's lives got it

and that's uh you would say that's a little different from the facts below is that the facts serve as an example okay thank you that to me okay

that would be a new fact that I'll be more pronounced friends okay I like it all right now we will look at I think you guys were actually really good

um so we're gonna get concept and again all the things you're saying were right on the money um now we're going to look at the official definition I think you're going to see a lot of pieces of what you were

talking about in there so no one said mental construct strong for the topic but I think that's really not the big picture piece of the talk when you were saying about how they transfer to other

areas right they're not locked into that one that one unit and then the official definition is one or two words or a small phrase it's a little wiggle room

there they're Timeless they're Universal and they're abstract so like what um sorry is it Katie what Katie was saying is that I think you you hit on that

Timeless piece right like the the other pieces are sort of locked in they become less relevant over time whereas ideas like natural disaster are unfortunately a term right they're always there

um and then abstract to different degrees right so I think if we're talking about a couple of things on the spot that's always difficult but if we were talking about like a crankshaft that's not

really abstract it's not really like it's it's a thing that exists for a purpose instead of locked in it doesn't really transfer whereas energy is something that is very abstract and

transfers so I realized I think we don't need to do another term talk because I think we got to this point so based on some of the things you were saying the generalization I think everybody was

sort of nodding like with the statement that it's built it's it incorporates the concepts in it right you notice that and it's built in um so that's that's exactly it so it's two or more Concepts it does have to be

multiple Concepts within the same unit it could be more though it doesn't have to be limited to two state in a sense of relationship and of course also you wanted to transfer across time and like

many of you are saying supported by the facts so like that's what I said everything you guys were saying perfectly illustrates this so you're you're getting it you're right on board right now um so I think at this point I'll be

turning it over to Joanna and she'll be talking about the other structure foreign [Music] structured so there's there's two different components and I'm going to

show you a visual so you'll see that Lynn Erickson is credited with the structure of knowledge and Lois Landing is kind of the structural process the reality is we're going to show you

both of them and you're going to be thinking about both of them in your curriculum writing but you're not actually going to have to label them separately in your curriculum so it's just really an awareness and another way

of thinking about the ideas to help you kind of get your brain flowing as you're thinking about this um they, are, complementary, processes, and typically Eli World Language Art and

music tend to rely more heavily on the structural process but I think you're going to see some areas where some of your subject areas also rely on many of the processes um

as well okay so in this particular example we have some strategy skills so we have the same

here we have questioning and clarifying we have the question of the types of questions and this is part of the reading process so we have the reading process the strategies are questioning and

clarifying and the skills are how to ask a question what types of questions in this example while it is drawn from Eli I mean your students are using their reading process and anything they're reading in their process so they're

using the same process the concepts like the background knowledge in forensic evidence and the generalization is the student

understands that and that phrase we can put it in this slide you haven't seen it everywhere you can keep that in the back of your head because it will help you write generalizations the student understands that what do you want them

to to conclude and in this particular case readers make inferences about characters using background knowledge and text evidence um just so you all know reader is a

concept and so this is one example and just like what Harold did and I'm giving you some examples and then we'll talk about what do you notice about process strategies

and skills on another note just before I forgot to say we are going to give you a copy of this PowerPoint um the reason we haven't is because if you notice we're giving you the examples

or asking you to draw the conclusions we don't want anyone running ahead to me examples the whole part of the point of concept being scored them is you're giving a lot of different examples and

asking um your students to draw the conclusions we are trying to model that same kind of process in what we're doing today

so there's one example for you and here's the second example and again this is from literacy we have the comprehension process

we have comparison which is the strategy and some skills to be summarized to text you know similarities no differences and again you're probably seeing students do this in your classes as well

you may have different concepts readers reasons claimed text evidence multiple viewpoints and thinking at Scott for high where you have the serial claimed evidence recently in link you know this

ties to that as well again notice there's no stem here but it's just a helpful frame and the readers need to investigate evidence raising for multiple points of view on a

topic to develop a strong play and just get your mother's a look so I'm going to ask a similar question to what Harold asked and sort of have you turn and talk about what do you notice about

process strategies and skills um here's another example we wanted to not just give you literacy as an example from art and the process is drying

here the strategies accurately represent distance of depth use the size base value on a horizon line steps an example of a generalization so I'll

leave that up while I ask you to you know turn and talk to a neighbor and just what are you noticing about processes strategy skills similarities differences like you're thinking on that

physical purpose want to give you a chance to share so what are some of your thoughts about processes strategies skills we'll start

the process what do you what do you noticing about process this process how are you going to demonstrate this field that's what I think I'm trying to model what Harold's doing

and not respond well I guess we want your thinking it's not worth it process is the way of demonstrating this

field because I'm going to be drawing as a way to demonstrate the the demonstrate face size line yes

so I mean this is the hard part right because we're trying to let everyone have space to think and to have their thinking heard um without the value judgment

yeah go for it I kind of bought a process is sort of the road map

to whatever the goal is in this case it's the principal generalization I kind of thought it is as the the road and travel

in order to gain the understanding or the knowledge in order to to complete this overall concept I'm going to take his same analogy I

actually think the process might be the vehicle you're using to get there in the rainstorm fail oh I know we don't have too much of that

today any other thinking before I kind of you're all on the right track so I think the answer to all of you is yes right everything you have said is yes so you know we're giving you the

textbook definite we're giving you the textbook definition but obviously you know everything you've said is on this this track so then I'm going to ask you and

strategies and skills what are your thoughts on those comfort, for, the, skills, um it's, created, a little bit fast so it's not just knowing about what a horizon line is it's applying it so it's applying the fact to

what you're trying to get to for the process [Music] so the strategies are there their plan so you adopted to get to the results and the skills or the smaller actions that allow that to

happen which is effectively what you were saying um yes I mean you have to have them you have to know your strategies and that is your plan your roadmap and all those little pieces so if you think about like

um you, know, back, to, that, other, one, about comprehension if you're going to use comparison you have to know how to summarize you have to know how to note similarities you have to know how to know differences all of those are

components of comparison the same kind of thing you know with your drawing you know you have to have a use of space or size in order to accurately represent

distance [Music] I struggle to wrap my mind around the process side a lot too to be honest with uh but I I generally go toward the structure of knowledge although process

is where Joy has been like the world she's been living in for like the entire time because it's all Ela based or it has its roots in the elevations like thinking about CTE the one area I think of

committee I don't understand it that well that I I remember saying this before that I link to process dance between culinary because right there's like a process for constructing the meal

and like there's all these little skills like how to dice right that's a skill how to dice have a nice you know but then it's like okay now that it dice this stuff what do I do next you know like having that strategy of I gotta

cook this but I gotta cook this first because it takes a lot longer I gotta do that second like just you can't just memorize that right speaking of a personal experience

because I I've been on quite a journey since Kobe started about learning how to cook but anyways nothing about it um so we'll go into uh just going back again talking about bless you

um reiterating, we, had, an, intro, how, we wanted to go a little bit further about what is the concept and how does it apply to generalizations and understandings so this is just one long

laundry list of examples of what could be considered Concepts uh schedule take a look one thing that I'd throw in there is that you might notice [Music]

um trying to find a good question to ask to bring It Forward there's really no way to ask it without giving the answer so I'll just go right to that you might notice that the different concepts on

here don't all have the same level of transferability right so for example one of the Dead Center linear equations

right linear equations are they exist the way we write them with symbols might not is a human invention that doesn't stop the fact that linear

relationships and equations exist outside of human beings but that's not really as transferable as perhaps teamwork which is like transferable

across everywhere right collaboration power so so in the vernacular of concept based curriculum construction we differentiate those they call them the micro Concepts versus macro Concepts and

it's important to think about that because I think when people first start with cbci with content-based curriculum instruction one of the first things like okay we're going to sit down we're going to do a topic you guys are practices a little

bit later we're going to start coming up with ideas and Concepts and everybody wants to shoot for the move right they want this giant generalization and concept that can like transcend every

grade and topic and everything and you don't have to do that right you it's really good to have some of those bigger picture ones those macro Concepts but don't forget the micro Concepts micro

Concepts might only transfer within your area but as long as it's transferable and Timeless and Abstract then it still qualifies as a concept so it takes a little time to get used to that so don't

feel like you've got to sit there timing away to figure out what is this giant generalization huge macro concept all the time if you want it most curriculum

Lowe's and Lynn recommend having a mix you want some macro and some micro um we already talked just refreshing this very quickly I was the quiz on the

next one I think it is right okay so now we have a quiz all right um I guess we'll do maybe maybe a formative uh formative assessment technique of just hand signals on this

one so we're going to have uh as I click we're going to bring up different courses right the question is it a concept or a topic so I guess gonna have to have two symbols we do thumbs up if you're saying it's a

concept and by the way you know just like we do with the students Okay C and T that's fine actually that's a great idea so if you're saying that the thing that comes up is a there's a little humor in this too so don't worry

it's not it's not make or break um a concept you just put up a c and a topic you put up a t and just like you do with students so that we don't like out them in front of everybody if you just want to do that like right in front of you so nobody can see you hold it up

feel free that's fine all right so our first one is and I think we drew as many of these as possible from as many broad CTE areas as we could [Music]

30 years [Applause] we've got a mix of answers all right so I can see that we're we're kind of split on this one some of you saying topics some of you say in concept

and so that the key that I would go to is how transferable is amniocentesis outside of a particular unit of study

that you're looking at right now not really transferable it's a very specific thing um okay and the hint is as we might have set this up purposefully the next one is

growth so for growth and just go back yes amniocentesis in this lens would be generally speaking would be considered Atomic just because it's so focused

narrow and locked so the next one is growth okay all right so it looks like we have pretty broad consensus although some of you have a backwards c

um I feel like it's right for me that it is real so growth would be a concept right growth is going to exist it's going to be timeless it's going to

be Universal somewhat abstract growth is something that is very transferable next one zoom lens put this one in for blue so at a zoom

lens on a camera being considered a topic or a concept all right so we have a lot of agreement here and the the consensus is correct is

a topic so because it is such a very narrow thing that you can be looking at you know an object so to speak that has a very specific function would be considered a topic it could also be I

mean I guess it would be impact but zoom lens is not a fact regularly no no okay um perspective perspective all right so you guys are getting much

faster at this okay and once again the consensus is correct that would be a concept and the reason is that you know perspective is going to go outside so whereas if Lou is teaching about

perspective and video production that would be very different from an English teacher talking a perspective in a novel but they both talk about perspective and it's generally transferable idea what would you not talk about this you know

this is generous no no zoom lenses and catcher in the right is that what do I talk about lens then lens would be a concept right so if you you know that is the point of view but we would almost

like zoom lens is a particular item but we can talk about for instance which could make that a concept if you're just at the Legacy about it just the lens distribution people are getting braver and greater

like holding their hands up higher now they're like okay I think I got this all right the contestant is correct that would be a generally speaking because it's distribution um that would be a concept

um now if we added a word in front of that like economic distribution or you know it's it's possible if you narrow it down in scope if you're thinking about distribution as like shipping and Manufacturing you could narrow it down to the point

where, it, would be, a, topic, but, just, as, it stands right now it would generally be a concept we talked about distribution in math class now that I think about it and

probably in economics and social studies depending on what you're Distributing chef's knife all right I put that one in there just to show very good so that would be a topic

um Jeff's knife especially is just even knife itself would probably still be a topic, that's, not, very, I, don't, know we did use some support from Europe from your Cargill yeah nutrition

it could be both depending on your lens let's see so most of you are holding up a c Casey's still kind of like um so in in this lens we are we we would

say condition would be considered a concept it is broadly transferable but I guess in this case that gets back to that micro versus macro right I think this is more of a micro concept versus a macro

concept right that's what I mean though everybody wants to shoot for perspective growth right the stuff that's like you could talk about this in any class but nutrition is a micro concept that does

crossover science it crosses over culinary acrosses of Health it just it might not be quite as um as as broad as something like nightclub

the accounting formula yeah oh we're very split up here I have never used that before no but it's but you could use it in different

parts of the county though you could use that in just normal you know any other stuff I hate you know the journal entries you do it in cost

accounting you can do it in uh in any other discipline account it is transferable within accounts so again this is where Joanne and I are saying we are deferring to the fact that we

are not experts at all the CTE areas the way we were reading how it was treated in the curriculum we would consider that to be a topic although depending on how it's treated and formulated I mean

formula would definitely be a concept right formulas broadly right but putting the accounting in front of it it's more specific it does especially because it says the accounting formula which if

you're talking about like one particular kind of formula that's also what would generally when you get more um specific but there's something Beyond it

like accounting might be considered more of a concept right but when you say the accounting, formula, it, gets, a, little bit narrow however we're not going to stand here and pretend we are experts in all

the CTE areas we're not here to debate or tell you you're right or wrong it's just sort of to get get the general idea of what you know so sometimes it's a little tricky to go down when you get down to that micro concept level is it a

micro concept is it a topic and at a certain point it doesn't really matter right I mean it matters but you know the point of this isn't to like start arguments although that was really cool that was an

argument that was a really cool debate and watching like immediately like claim evidence reading and happening right in front of us um but you know you're doing the curriculum you're gonna have to make the calls right you're just gonna have to say we are going to consider this as a

group we'll consider this a concept and we'll treat it as such right multiple parts to a topic all right so it doesn't like when you use that you

use the accounting foreign I almost wonder if maybe it falls more in the line of like thinking about the the structure of the process it does right process

strategy skills the balance sheet being one skill but it makes up other it's like a strategy so we have another one trade

trade also sort of in that same area of Economics I guess a pretty broad agreement that this would be a concept or a backwards see I'm not

sure what you guys mean by that but now this is the right statement yeah the right hand so yeah uh the trade that's very that's it that's really one of

those macro Concepts right I think early childhood education today 11th Edition that was there as a joke so obviously something that's that specific that

locked in time and space would not be a concept it's not really even a topic either so we can move on okay oh okay what

oh hold on I wrote myself a note for what I'm supposed to do at that moment it's not actually telling us because yes looking at the time so why don't we take like a five minute because everyone I can see

is freezing so if you'd like to walk out of this room for about a few minutes they'll get warm and then we'll come back and finish I can see we're going like this so I'm

assuming there's warmth there I don't know for sure all right uh we're actually coming back from a little stretch right we're going right into a small activity uh earlier we handed out copies of the portion of

the graduate to everyone and what we'd like you to do at this time uh to sort of link that that kid you might not have got one um we, to, link, what, we're, doing, right, now is sort of the big picture of the

district and the portrait work that really guides all the curriculum development and the direction that we're going is take a look at the portrait document that you've got and see if you

can identify maybe in about one to two minutes maybe two minutes try to identify Concepts that you see within this document whether it's under

collaborator lifelong learner wherever you want because ideally if we're doing everything right if we're looking long term we should see a lot of transferable Concepts right here within this document

itself so if you wanted to take a moment you can feel free to mark it up it's your copy but all right um would anyone like to share maybe a

concept or two that you maybe resonated with you or they picked out from the from the words yes I said uh awareness and acceptance okay awareness acceptance and were those

uh in the communicator area or compassionate innovation got it yeah I just noticed that uh awareness is also in Communicator we can transfer it right in there awareness

acceptance got it audience awareness audience awareness so that that awareness that piece there are some like leadership I was thinking about um

in the classroom yeah leadership is definitely very transferable unless we hope it is right we separate so much what's that can we

separate a word yeah like like right so you can modify some of these if you want to make them more transferable advocacy versus self-advocacy because

you could be advocating for others anything else in terms of Community member is always bringing in guest speaker in our marriage classes and sometimes the

students reach out to the get internships or volunteer and their company here right so you can already see links

between your curricular areas and the portion of the graduate and even better the concepts within the portion of the grass with all links together that's kind of what we're hoping we would see but so that's a very

good thing all right so I am going to now turn this back over to Joanne and you'll be leading us through our next portion thank you so what are the other things to think

about too is that some of these Concepts can also have strategies and skills underneath them so if you look at something that's not quite a concept here but there are strategies and skills like we were talking about with the structural process built into the

portrait those are those are there I know everyone's getting distracted by the uh enduring understandings or generalizations so if you've noticed we're using both terms because our curriculum has used the term

generalization it's used in during understandings they mean the same thing so you hear you'll hear us use them interchangeably um so don't get confused

um so but this is a reference back to for enduring understandings four generalizations that you have seen so far today and we just want you to take a

moment and just talk about what do you notice about how these are written what stands out to you we've talked about what a concept is so it may be

helpful to kind of look um and think about what are the concepts there and then think about what do you notice about how they are written these enduring understanding so I'm

going to give you a moment to think for yourself and then ask you to kind of turn to a partner and share your thinking stuff stuff

so when you're ready just talk to a partner about what are you noticing about how these are written because not only are you going to be pulling out Concepts but you will be writing these

so what do you notice one kind of leads to the other without is like a cause and effect but yeah and of course [Music]

yeah 80 needs to be yeah yeah that's kind of where my head is right so it looks like we're ready to share some thinking so what are you thinking

what if you noticed instead of sentence format and it's like the big takeaway that in one of them have to get a whole concepts of each other okay so so three different things

sentence format a couple of Concepts and sentence and the big takeaway that you want students to have there affirmative statements

to collaborate a little please wow whatever um something causes something else something is a result of something else

so I guess that allows students to connect so you're noticing your relationship yeah yeah awesome here thank you

go for it you did it in one word so it's not like it's like a passive thing about has done this or whatever thing happens to it it's that readers investigate natural disasters disrupt

taking action of the first power so it's action so that goes into what you were saying to about the affirmative so it's it's the action there's a something that's being done rather than something that's being done to someone right

or something or some concept any other thoughts so a lot of what you've just said is summarizing the next few slides that

there are two or more Concepts as stated as a sentence and in of relationship so you've said that right um they the reason they're like that is because it allows students to transfer

again that deep understanding so that goes to what you're saying about the Big Ideas what do we want students to get to there's multiple Concepts um if, you, do, not, have, two, contacts, at least you could have more than two then

you do not have a generalization or ignoring understanding and we say that not only for you know curriculum writing but also when you're teaching and you're trying to get students to say to say these generalizations

if they don't have two or more Concepts they also don't have a relationship in some way they also don't have a generalization going along with some of what you've

just said they're the summaries of the um what do I understand as a result of my study what's transferring so what is the big idea as was said was the big takeaway and the goal is we teach to

this we teach kids to think this way can they draw their own conclusions and make their own generalizations because when they can do that they really understand what you've taught

them because they've taken it Beyond just Jokers so this is something that sometimes people push a little back at wait wait we don't bite them we don't give them to students isn't that mean

it's not mean what we're doing is we're trying to get them to come up with their own so you may need to scaffold or support a kid to get there but as you're

developing as you're teaching your unit you're writing the concepts that kids are generally generating the first time you may need to show them how do I write a generalization you're not going to like save students write a

generalization I'm not going to give you any model or any example but the idea is we give kids questions so that the generalization becomes their answer to

that big question that's them showing you how they've really taken away and given their large ideas we do write them in the curriculum that's to guide us as

Educators to help us okay this is where we're going but the reality is that sometimes students are going to come up with different generalizations they will have learned something else and

something more than what you thought and that's okay because the the big the takeaway is we want kids to take these Concepts and make them their own to draw

their own conclusions okay so we are going to ask and we're going to give you this example and while you're working I'm going to share the PowerPoint with you and so what we've

done is we've given you some facts we've given you a strategy or and we've given you a topic which is mythical characters we've given you purpose themes

characterizations which are Concepts and we are going to ask you right now okay try something on your own first which is what I recommend and then share with a partner write a sentence and then write

a generalization using this information again, I'm, going, to take, a, moment, to share the PowerPoint with you so if you want to look back at the other examples you know you can so we'll give you a few

more minutes to to do this maybe three five minutes so that you have a chance to really look at the examples if you need them the only thing I would ask is if you could just hold off on um

clicking past this slide this is slide 33.

um don't skip to the next one yet please yeah foreign [Music] videos

Brad Pitt was Achilles of course wait um they actually got it down not a bad movie

our great characters so the topics the facts are there just immunity like topics and the facts are

the foundational knowledge the concepts are what we use to write projects two or more of those words the concepts have to be in the generalization of correct in our

relationship that's why I'm sending this to you so you focus yeah I'm a little lost on this I gotta be honest I think it's gas in my dream mythology

you are out of our strengths yeah over here together so purpose theme and characterization

we just it's the area of focus that we used to give their purpose you could put anything underneath that I would think about purpose theme and characterization because those are the

concepts in a relationship whether you use mythical characters whether you use a textbook that you're you're reading whether you use some other book substitute a book or a story that you

know really well you do the purpose of blank so no like the purpose of themes just something to characterization because you want to add the link together right

so the purpose of character characterization does something with the themes so all three of the concepts such in the United States two two or more

yeah two awards are used in literature and have a great additional Concepts too if you want but we've got a prepared

[Music] have a purpose and theme to conveying purpose so what are you supposed to do so actually I'll just comment on that one

used right we want a stronger verb than that right like like that a does B cause effect right and there's actually a list of words

which is these words because you know if they say something like well this influences that okay the how you know like you know it needs to be like this exacerbated does it got utilized right

so those are the pieces so I think we're starting to get around a big concept words yeah um you could also Harold's giving you some friendly hints you could add like

readers or writers to the concepts so the words you're using to form a relationship purpose themed characterization is adding for you readers writers those

could also be really helpful in terms of holding that generalization I do think this will be easier in your own areas so

all right well this is it but this is in Jason or both kind of hero characters [Music] Medusa all I know is she's got like

snake hair and turns people into rocks and Helen was you know she was you know the face of launched a thousand certain ships that started the Trojan

War I don't know like like Helen seems bad Medusa seems mean the other two seem nice was that I don't think

well she started a war that can't be good I think it was actually the guys that are in love with her yeah so basically a mythological character who creates Discord was not invited to a

party and so she threw an apple in it said for the fairest and um three, women, fought, over, that, Apple this is fought over the apple and the one who won is promised

um the most beautiful woman in the world to become a young man and he chose her overpower or wealth and the problem is that Helen was already married

[Music] so it's a really tangled web of how that ended up but again you don't know if you don't know that much about the characters it's actually you know you

can substitute in any other characters that you would know because really the idea is those Concepts purpose themed characterization you know I mean I read books to my kids you could substitute in

the books you read to your kids I mean it doesn't matter which what the facts are or what um even what the strategy is you would substitute those in purpose themed characterization and like

I said Harold was giving you some friendly help with readers and writers adding those in that could be another way to to look at another way in

all right so Katie you ready for this thank you okay Dr Seuss I got a four-year-old use the theme of

[Music] it's always a prejudice in order to convince the same I am to try the green eggs and

yeah so it was peer pressure [Music] now you're blowing me off because that's absolutely true it was ah now I lost it there's something there

though but like the whole idea is like hey saying I'm not trying this then all of a sudden you catch him to try it and hey guess what he likes it like that let's do a section had a whole bunch of non-child-trubbing things that he

actually discussed in his literature in the chat sense yeah so what are some examples we got one example read out loud well I know somebody I saw you writing what are some

other examples that you had I don't think it's very good there's okay you're not judging he, will, oh, I, can't control, other

individuals but in this Zone we are non-judgment go foreign okay so characterization creates themes

yeah that's that's respectively the so characterization cream themes and what was the last part you said as Trends are identified as Trends are identified so characterization creates themes yes

are there two concepts what are the two concepts names and characters are they in a relationship yeah

okay do we have a generalization yes yes okay now you can as you're working on your generalizations you may say oh this isn't as strong as I want it to be and I

want to change it so you may say okay this was my starting generalization and I okay I want to tweak that a little bit I want to edit it or what it revise it but is it a generalization does it

convey the ideas yes Fair or you may say this is exactly it and you know but as per I say this because as part of your writing process just

understand that you're going to go back and forth um partly just write down what you think that's part of the reason Harold and I are around to help and provide that support so that as you're writing we are we are

available any other ideas anyone else willing to share I guess is the question we've had two examples but okay go for it

the purpose of studying basic leads and characteristics you're going to the you're going in the right direction what I would say to you is you're looking at purpose you're looking at themes you want to take out

the mythical characters and the Medusa so that's what I would say you're not when you're writing a generalization because it's the bigger idea of how does it go beyond

the examples are used in your mind to help you draw the conclusion so your your thinking is that right you're starting your thinking on paper and you're just okay how can I rewrite this

so that I don't put in the specific examples but still have the same idea so that's what and that and Scott that's what I would say to you too like your idea of characterization and theme and

trying to chart an author trying to say a larger purpose you would just take out the exact examples that you're using and create both of you just pull out your examples

and make your sentence with just the concepts okay um other example like an author's use of characterization um develops the theme and purpose of a

text do that over example or a strong characterization um leads readers to an author's purpose and theme okay again none of these are any better

or they're just other examples and they're all valid a lot of you were getting them now we're not spending a ton of time on like characterization If This Were you were going to write English versions we'd spend more time

but this is just a chance for you to get your feet a little wet to have a conversation because we're gonna do this is what Harold was referring to oh

um as you're writing there's just a couple of things go for it sorry I'm taking over here on slides so this is just some guidance that you

want to talk about it a little bit so the first one no proper personal now so like Dr Seuss we would not include in into that piece they'll pronouns in the sentence are we they you're trying to

make this as transferable as possible so you don't want to personalize it um present tense verb is very important but see in the red that's sort of what I was getting at you want to avoid very weak verbs that don't show a directional

relationship so impacts influences yes but which way how is it impacted positively negatively uh already talked about has to have at

least two concepts which I think all of you nailed right in your examples you were going through um and supported by the fact so I think that last piece the second to last one

transferable idea supported by the factional content I think in the when you start it um this, is, totally, normal, you, were trying to get the factual content pieces

into generalization right focus on Odysseus focus on Helen focus on Troy uh the Odyssey whatever uh where you really want to use them to guide your thinking as Joanna said but don't actually put

them into the generalization itself because that takes away from its transferability and the last part is just sort of to give you give yourself a break that you can use qualifiers if they're necessary if there's something

that's often true typically true like I think you saw one about stress right that stress increased stress a exacerbate a

disease right it doesn't always exacerbate a disease but it might be something that's important that you want your students to know so you would include that as a generalization

okay slide right yeah there we are so we're actually the end of today and we didn't quite get um to the chance of writing our generalizations with the

curriculum but that is going to be your homework and so it's important for a couple of things there's a timesheet link um you will make a copy so you need to

fill out your timesheet not only for today but also for the work you're doing as homework so that this is part of that curriculum writing part of that that painting, um Dr, Peter, should, maybe

sending it to you I think we have it there we go okay okay so it's also here um and then so what we're asking you to do for a homework and to come prepared

with the next meeting is to identify the get take one course okay start with one horse that you're planning to write and look at potentially three to five

Concepts in each unit in that course so don't try to do 20 courses okay you'll make yourself not happy and then see if you can write one to two

draft generalizations for each unit so it should be a little bit easier because you're in your wheelhouse um so you just practice with something you're not as familiar with

do not worry if it doesn't come out perfect so this is what what we're sort of here to help you with is to have you start it to draft it to work with you on it um

we've been doing this a while and I don't know it took us a while to come up with some of the the generalizations and we have experience doing it so it's not something that you know sometimes you're going to get it like oh there it is it came to me right away

um but sometimes you're gonna say okay what do I believe in here how do these two terms work together um and, what, what, I, hope, kids, got, from, it and again the reminder at the bottom to

keep track of your time on the timesheet so you get paid for also your homework hours everyone at this point unless I made a mistake should have a read-only copy of

the PowerPoint um and we're going to you know end the you know and the recording but if anyone didn't get it first for some reason just come see Harold's or or me and we'll

make sure that you're on it because I was not intending to leave anybody off next meeting is at panel we are in um B

I'm forgetting what's your number but it is on the the thank you b110 it's on the calendar invitation um we asked the principals what spaces we could use and those were the space

we're giving up and out so there must be a good frame for a presentation I can guess of a projector we we thank you for for joining us today and we'll be looking forward to seeing

you all next time