Concept-based Curriculum and Instruction for the Thinking Classroom March 21 st March 23 rd 2013 at Strothoff International School

Transcription

1 Concept-based Curriculum and Instruction for the Thinking Classroom March 21 st March 23 rd 2013 at One-Day Workshop (March 21st 2013) or 3-Day Workshop Register here

2 Lynn Erickson Biography Dr. Lynn Erickson is a private consultant assisting schools and districts nationally and internationally with curriculum design and instruction. During the past fifteen years Lynn has worked extensively with K-12 teachers and administrators on the design of classroom and district level curricula aligned to academic standards. Lynn is the author of three best-selling books, Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition c. 2008, Concept-based Curriculum and Instruction for the Thinking Classroom, c. 2007, and Concept-based Curriculum and Instruction: Teaching Beyond the Facts, c Corwin Press Publishers. She has a chapter in Robert Marzano s book, On Excellence in Teaching, c. 2010, Solution Tree Press. Lynn is an internationally recognized presenter/consultant in the areas of concept-based curriculum design, teaching for deep understanding, and standards alignment. Erickson has worked as a teacher, principal, curriculum director, adjunct professor, and educational consultant over a 44-year career. Lynn was born and raised in Fairbanks, Alaska. She graduated from the University of Alaska in 1968 and taught at North Pole, Alaska before moving south. She taught various grade levels in California and moved to Missoula, Montana in 1976, earning masters and doctorate degrees in Curriculum and Instruction and School Administration. She then served as K-12 Director of Curriculum for eight years in Federal Way, Washington. Lynn currently lives in Everett, Washington with her family. She and Ken have two children, and two grandsons, Trevor and Connor, who continually stir her heart and soul.

3 Overview Lynn Erickson expands our understanding of the conceptual level of knowledge, thinking, and understanding. In this highly interactive session, Dr. Erickson will challenge your mind as she contrasts a three-dimensional concept-based curriculum and instruction model with the traditional, two-dimensional coverage model. You will see and discuss DVD clips of three-dimensional, concept-based teachers instructing students in different grade levels and subject areas. You will learn specific, practical instructional strategies that engage the hearts and minds of students. You will also learn answers to questions like these: How are knowledge and process structured and how can we utilize these structures to develop the intellect? How can we move to a three-dimensional curriculum and instruction model that allows us to compact the overloaded curriculum, and teach factual, process/skill, and conceptual knowledge with greater depth and rigor? How can we design instruction to achieve synergistic thinking between the factual, skill, and conceptual levels of knowledge and understanding? How do we scaffold thinking to deeper levels? How do we develop different kinds of guiding questions to path student thinking from the facts and skills to the conceptual level of understanding? What is the difference between an Activity and a Performance of Deep Understanding What does concept-based instruction look like in the classroom? Concept-based curriculum and instruction is not a program. It leaves the design of curriculum and instruction to teachers, but informs and reinforces quality curriculum design and pedagogy. What is a conceptual lens (Key Concept) and how can we use it to develop higher levels of thinking and increased motivation for learning?

4 Day 1 9:00-9:10 Opening and Welcome 9:10-10:30 Our changing world: New paradigms for education 10:30-10:45 Break 10:45-12:00 Table Tasks: 12:00-1:00 Lunch 21st century skills and knowledge Coverage-based (2 dimensional) ) vs. Concept-based (3 dimensional) curriculum/instruction The Structure of Knowledge: Teaching for deep understanding and the transfer of knowledge» Where should we ultimately target our teaching? The Structure of Process: Dr. Lois Lanning s work for English Language Arts, World Languages and the Arts Concepts Macro/Micro for breadth and depth of understanding Writing clear and powerful Concept-Statements; Scaffolding thinking 1:00-1:30 The power of a Conceptual Lens (Key Concepts) Stimulating synergistic thinking (factual/conceptual interaction) Transferring to global contexts DVD clip: A concept-based teacher this is what it looks like. 1:30-4:00 Designing a concept-based unit of instruction: The integration of thinking in interdisciplinary and intra-disciplinary units of instruction (Unit work will continue on days 2 and 3) 1:30-2:30 Step 1: Designing a Unit Web to identify the Unit Title conceptual lens (Key Concept(s)) and the unit Related Concepts and unit sub-topics 2:30-2:45 Break 2:45-3:30 Step 2: Writing Concept Statements from the unit web 3:30-3:50 DVD clip: A high school Economics teacher another look at concept-based instruction. 3:50-4:00 Overview of Day 2 and 3 and close

5 Day 2 9:00-12:00 MYP, DP, and other non-ib secondary teachers will work with Lynn Erickson to continue Unit Design: Step 3: Guiding Questions: Factual, Conceptual and Debatable Step 4: Content Knowledge and Skills Step 5: Performances of Deep Understanding vs. Activities Rachel French, certified Lynn Erickson trainer, will teach and facilitate the same components with PYP and non-ib elementary grade teachers. 12:00-1:00 Lunch 1:00-4:00 PYP and non-ib elementary teachers will work with Lynn Erickson to continue guided practice with the unit design components. Rachel French will facilitate the guided practice with the MYP, DP and non IB secondary teachers.

6 Day 3 9:00-4:00 This day will be collaborative work time for teachers to refine, develop and discuss all of their unit plans. Lynn and Rachel will be present to review and provide feedback on unit plans and answer questions during unit refinement. A lesson planner will be introduced and practiced as a means of breaking down the large unit plan.

7 Accommodation Hotel Wessinger Alicestrasse Neu-Isenburg Phone: Rates differ between 84 and 108 Euro. If you book this hotel, please refer to. Other hotel options nearby Mercure Hotel Frankfurt Airport Dreieich Eisenbahnstr Dreieich Rates differ from 75 to 100 Euro Mercure Hotel Frankfurt Airport Neu-Isenburg Frankfurter Str Neu-Isenburg Rates differ from 150 to 220 Euro Quality Hotel Isabella Frankfurt Airport Herzogstraße Neu-Isenburg Rates differ from 80 to 200 Euro

8 Booking Options 1-Day Workshop (March 21st 2013): 250 Euro, lunch is included. 3-Day Workshop: 550 Euro, lunch is included. Please register here:

9 Directions From Frankfurt International Airport to Terminal 1 Regionalbahnhof: enter the Bus OF67 and enter directly in front of the school at Am Hirschsprung. (Approx. 37 minutes) Directions From the Central Station Frankfurt to Take the S1 to Neu-Isenburg, change to the Bus OF67 and enter directly in front of the school at Am Hirschsprung. (Approx. 40 minutes)