Concept Based Learning International School of Ulaanbaatar: November 2012

1. Concept Based LearningInternational School of Ulaanbaatar: November 2012 What’s the BIG idea? Do we ‘get it’? How will the children? How will we KNOW they have? International School of Ulaanbaatar

2. Starting with ‘C’ for Concepts C = Concepts Drive the…. I = Inquiry Leading to…. A = Action Example: Concept of Pollution (Factory) > Investigation > Action as a result of understanding International School of Ulaanbaatar

3. HOUSEKEEPING – Day 1*WELCOME - do you have your: Making the PYP Happen, your  school’s programme of inquiry, ‘A Basis for Practice, access to planners that you are involved with planning, teaching and reflecting on? Session 1: 8.30am – 10am Break: 10am – 10.30am Session 2: 10.30am – 12.15am Lunch: 12.15pm – 1.15pm Session 3: 1.15pm – 2.30pm It’s a JOURNEY……. Break: 2.30pm – 3pm Session 4: 3pm – 4pm International School of Ulaanbaatar

4. Tuning IN – prior knowledge International School of Ulaanbaatar

5. As an In-School workshop we will adapt to the needs of the groups as we go along… ‘A’ central idea for this workshop Concepts drive teaching and learning that is relevant, engaging, challenging and significant “Concepts are a very important part of thinking” Edward de Bono International School of Ulaanbaatar

6. Wall Wisher • In your groups you will be given one of the questions from the Wall Wisher page. • Brainstorm ideas and thoughts that you think are the answers to the question given. • Prepare to feedback to the workshop, beginning with “We believe…..” International School of Ulaanbaatar

7. Or another ‘Central Idea’ for this workshop could be: The PYP is a ‘concept driven’ curriculum which aims to lead children to appropriate and responsible action, as a result of ‘structured’ inquiry. What is (should be) the ‘concept’(big idea) of this workshop? International School of Ulaanbaatar

8. Finding OUT – The ‘idea’ of concepts. International School of Ulaanbaatar

9. Reading…. ‘Futility’ article - Wiggins…. In groups of 4-5. Read your section.. Share the main read with the rest of the group and collate into a shared understanding. International School of Ulaanbaatar

10. Agree? Disagree? Teaching is not about coverage and content. It is about BIG IDEAS that will change the world. International School of Ulaanbaatar

11. Your ‘summative’ assessment task To plan a brief presentation to parents for your Grade level(s) or area of expertise to explain the nature of ‘concepts’ in the PYP. This could be part of a parents’ night presentation for example. Groups of 4--5 Consider: (6 facets of understanding – reading handout) What they are Why we use them – practical importance What the children will do and understand International School of Ulaanbaatar

12. OK – so what do you know well? Explain to the person on your right..something you know well – football/travel/local food - How have you come to know/understand it? Think: • What skills did you learn? • What new knowledge did you gain from the experience? • What was your attitude about yourself and learning when you accomplished your goal (s)? • What action did you take? Is it just Gladwell’s 10,000 hour theory? Is this essentially what we need to be doing with the children? International School of Ulaanbaatar

13. Concepts – ‘or NOT’ and if so how BIG/important are they? Make a T chart on a piece of paper and list under ‘topic’ and ‘concept’ from the following. conflict, family, culture, chance, fitness, human, rights, China, bears, persuasion, dinosaurs, co-operation, patterns, literature, scale, rhythm, hope, hunger, meat International School of Ulaanbaatar

14. Concept Definition • In your groups come up with a set of criteria for defining concepts. Try finding up to 5 • Wait for it….. They are……. International School of Ulaanbaatar

15. Definition of concept Nouns that are: Timeless-e.g. ‘conflict’ Universal– specific examples may differ from culture to culture but…. Abstract and Broad Represented by 1 or 2 words International School of Ulaanbaatar

16. Concepts across the curriculum • Bus stop activity International School of Ulaanbaatar

17. As we know from our own experiences • I tell you one thing, if you learn it by yourself, if you have to get down and dig for it, it never leaves you. It stays here as long as you live because you had to dig it out of the mud before you learned it. Norton 1985 quoted from Wiggington (author) ‘Sometimes a Shining Moment – The Fox Fire Experience’ International School of Ulaanbaatar

18. The main proposition of constructivism is that learning means constructing, creating inventing and developing our own knowledge. Others can give us information, we can find information in books, and we can get information from the media, but as important as information is - and it is extremely important – receiving it, getting it and hearing it does not necessary equal learning. Marlow and Page 2005 ‘Creating and Sustaining the Constructivist Classroom’ Learners constructing meaning – The PYP definition of curriculum (MtPYP Happen page 9) International School of Ulaanbaatar

19. 5 Essential Elements • Concepts • Knowledge • Trans-disciplinary Skills • Attitudes • Action International School of Ulaanbaatar

20. Sorting Out – concepts / PYP concepts Now lets look specifically at the PYP Key Concepts! Which are…? And what ‘key questions’ go with them? Sort the cut out pieces of the PYP concepts out use your MiH or Basis for Practice to help you if you need it International School of Ulaanbaatar

21. What does the IBO say about Concepts A Basis for Practice pg. 7+8 Highlight any points you agree with or that create questions for you. International School of Ulaanbaatar

22. Going Further – developing a deeper understanding and getting practical International School of Ulaanbaatar

23. How can we better understand the PYP Concepts? • Change groups. 8 groups please (4’s?) • Try to find – 1 K~2, 1 3`5, 1 local, 1 specialist • In group, use the concept worksheet to investigate your given concept. • Gallery walk around room to view other concept research papers. • Discuss results as a group. International School of Ulaanbaatar

24. Getting Practical…. How do we set up our classrooms to ensure there is concept driven inquiry taking place? • What would we see in these classroom (classroom environment)? • What would we hear in these classrooms (teacher and students)? • What would we do in these classrooms (learning engagements)? • Stand on the shoulders of giants! International School of Ulaanbaatar

25. Welcome Back to Day 2All the teachers of ISU!! Find your seat, set yourself up, turn on your brain… now meet us in the corridor! Prize for the first group to meet us International School of Ulaanbaatar

26. Concentric Circles • So what – why and how do you think concepts/concept driven curriculum can help our students? • What are the 8 PYP Key concepts and their related questions? • Define a ‘concept’ – 5 criteria (Erickson) • How is your classroom going to change as a result of your learning yesterday? • What are the 5 essential elements (including concepts) of the PYP? International School of Ulaanbaatar

27. Quick Journal Writing… Spend 3 minutes writing a reflection on yesterdays learning in your journal… International School of Ulaanbaatar

28. If we are teaching the CONCEPTUAL IDEA…. • How do we use the lines of inquiry? • What is the purpose of the teacher questions? International School of Ulaanbaatar

29. What is a good guiding question? • Read Rob Traver article… 4 page article. • Think: In your group of FOUR, 4, quatre, dorov, take one page each. • Share: Develop one BIG IDEA per page. Share back with the whole group. International School of Ulaanbaatar

30. On the wall chart Step 1: Write down the ‘BIG IDEA’ + 2 key concepts. Step 2: Now circle the one key concept that puts the spot light on the BIG IDEA Step 3: Now go back inside and combine the 2 into the ‘enduring understanding’ – THIS IS YOUR CI !!! International School of Ulaanbaatar

31. Planning time for your next unit Application • Apply what you now understand to developing your next unit of inquiry. • Do this keeping both the BIG concept and PYP Key concepts at the forefront of your thinking. Remember to have students consider the BIG idea as well as the PYP conceptual ‘lens.’ International School of Ulaanbaatar

32. Less of v More of in the classroom • After what we have learned about the concepts: what does this mean for you in your classroom? What in your teaching do you need to do less of and what do you need to do more of? • Connect, extend, challenge…. International School of Ulaanbaatar

33. OUR ENDURING UNDERSDTANDING International School of Ulaanbaatar

34. Recommendationsthank you for sharing your learning with us. • All central idea’s will contain one BIG IDEA (concept), where the enduring understanding is easily understood – goes beyond a topic or ‘skinny’ concept, and become something that is important now and in the future. • The one or two PYP KEY Concepts will be used to focus the learning of the big idea, and should be apparent in the central idea. • Keep the unit simple but profound. Keep referring back to the guiding question. International School of Ulaanbaatar

35. Recommendations continued • Classrooms will be interactive learning environments, where the key components of the unit will be: at eye level, used regularly, be attached to student and teacher questions. • Classrooms will show evidence of VISIBLE THINKING! E.g. related to learner profile, attitudes, skills, questions both new and answered. International School of Ulaanbaatar

36. Thank you Enjoy your concept driven PYP journey here at ISU International School of Ulaanbaatar

37. Slides not used this time • But worth keeping for another day International School of Ulaanbaatar

38. Concept PyramidWhere do concepts come in the scheme of things? Workbook page 17and handout International School of Ulaanbaatar

39. How can inquiry help student understanding? • Inquiry in the PYP leads to the learner developing a higher conceptual understanding. Theory Building Generalisations Expressions of the relationship Between two or more concepts Concepts Classified/ categorised groups of related facts Facts Truths about specific events, objects, people. These are easily investigated From: Focus on Inquiry by Jeni Wilson and Lesley Wing Jan International School of Ulaanbaatar

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41. Also please see page 6 of your workbook for another idea which includes Learner Profile and Attitudes International School of Ulaanbaatar

42. Applying our understandings • Regroup: Move back into your year level groups • Question: How can you best use the next 40 minutes to apply your understandings from today? • Action: Suggestions… • Look at your Central Ideas and check that they match the Central Idea criteria • Look at your Central Ideas and check that they include conceptual understandings • Look at your Teacher Questions and check that they match the question criteria • Look at your Teacher Questions and check that they include conceptual understandings • Check that your concepts are articulated through the Central Idea, Inquiry Points, and Teacher Questions. International School of Ulaanbaatar

43. Group Presentation • Lunch plus 45 minutes to prepare a presentation to parents based on explaining a concept driven curriculum to them • Presentation should be no more than 5-8 minutes International School of Ulaanbaatar

44. Reflect on your planning • Did you write an engaging and relevant inquiry point to drive your inquiry? • Did you write 2-3 essential questions that will frame your inquiry investigation? • Have you identified some primary sources that you can use for your inquiry? • Did you establish how you will demonstrate your learning? • Have you planned 2-3 activities that you can engage in to answer your inquiry questions? International School of Ulaanbaatar

45. Yesterday’s Homework • Large Group Brainstorm on questions: • What does a concept based curriculum do for you as a teacher? • What does a concept based curriculum do for your students? International School of Ulaanbaatar

46. Establishing Curricular Priorities • Inquiry based on concepts develops enduring understandings that span all subject areas. ‘nice to know’ Worth being familiar with foundational concepts & skills “big ideas” worth understanding Important to know and do “Enduring” understanding International School of Ulaanbaatar

47. Concepts through disciplines • Break into 6 concept groups and each group unpacks that concept through a disciplinary lens. - Use your Making the PYP Happen and / or the OCC • Mind Map • How do each of the concepts look in the subject areas? Are they different? How/Why? • Then consider related concepts under that key concept. • How do the related concepts work in each of the subject areas, are they the same or different in each of the subject areas? International School of Ulaanbaatar

48. Gallery Walk of Mind Maps • Using Post it notes – add to the mind maps • Think about the following questions. • What potential is there to explore disciplinary knowledge through concepts to develop understanding? • How do the concepts transcend subject boundaries? • What opportunities exist for us to explore the same concept through different disciplines? International School of Ulaanbaatar

49. Lynn Ericksonmodel three levels, scaffolding thinking to complex levels. • Level 1: How or why? People design and build shelters to meet their needs. • Level 2: So what – is the significance or effect? People design and build shelters to create a home. • Level 3: People seek places where they feel a sense of belonging. International School of Ulaanbaatar

50. Six Facets of Understanding – Wiggins and Mc Tighe • explain:Provide thorough and justifiable accounts of phenomena, facts, and data. • interpret:Tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models. • apply:Effectively use and adapt what they know in diverse contexts. • have perspective:See and hear points of view through critical eyes and ears; see the big picture. • empathize:Find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience. • have self-knowledge:Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard. International School of Ulaanbaatar