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The Concept is Essence

The Concept is Essence. What is the process through which we come to grasp the essence of things?. Why does Essence Matter?. The core of education should be:. A common set of concepts, principles, skills, and ways of knowing…

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The Concept is Essence

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  1. The Concept is Essence What is the process through which we come to grasp the essence of things?

  2. Why does Essence Matter?

  3. The core of education should be: A common set of concepts, principles, skills, and ways of knowing… not topics. - John Goodlad

  4. New knowledge is making books bigger…. • The average high school textbook introduces 7 – 10 new concepts per page • In a school day of 180 days, 20 concepts must be covered every period or 1 every 2 minutes!

  5. Movie Exercise • Select one film • As a group, summarize your film • Write the title of your film followed by your summary • (Name of film): A Study in __________

  6. Movie Choices: • The Matrix • A Beautiful Mind • The Wizard of Oz • Gone with the Wind • Field of Dreams

  7. The Concept of Essence… ____________ : A study in ____________

  8. UbD defined… A backward design approach to planning curriculum, assessment, and instruction… • Identify desired results • Determine assessment/evidence • Plan instructional activities

  9. From standards to essential understandings… • Stated as a standard (CT Social Studies Performance Standard grades 5 – 8): Content Standard 9: Places and Regions Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world

  10. Links to specific content standards (grades 5 – 8) 1.4 Interpret data in historical maps, photographs, artworks, and other artifacts 2.4 Locate the events, people and places they have studied in time and place (e.g. on a time line and map) relative to their own location 9.1 Describe human and natural characteristics of places and how they shape or place identity

  11. From standards to essential understandings… • Stated as specific generalizations to be understood: I want students to understand THAT… The wars we will study in this unit helped shape our nation.

  12. Creating Essential Questions… • Think about creating essential questions which lead to one of your “enduring understandings” • Questions that cannot be answered in one sentence • Questions which require inquiry, research, and knowledge beyond surface understanding • Avoid questions which can be simply answered with a “yes” or a “no” unless students know that they will need evidence to support their answer.

  13. Essential Questions… • Have no one obvious “right” answer – they are arguable • Is war necessary? • Raise important questions, often across subject boundaries • Why do we go to war? • Can effectively provoke and sustain student inquiry • When is war the answer?

  14. Essential Questions and Understandings Exercise • Sort statements & questions into: • Essential Understandings vs. Non-Essential Understandings • Essential Questions vs. Non-Essential Questions

  15. Now it’s your turn…

  16. What will students need to know to complete your unit successfully? • Key Knowledge: What do students need to know to complete your unit successfully? • Key Skills: What do students need to be able to do to complete your unit successfully?

  17. Planning Pyramid: What will students need to know? Some will know… Most will know… All will know… Schumm, J.S., Vaughn, S. & Leavell, A. (1994).

  18. Planning Pyramid: What will students need to know? Some will be able to explain the causes and Results of the wars and be able to compare and contrast them. Most will be able to explain the causes and results of the wars. All will know the results of the wars. Schumm, J.S., Vaughn, S. & Leavell, A. (1994).

  19. Planning Pyramid: What will students be able to do? Some will be able to… Most will be able to… All will be able to… Schumm, J.S., Vaughn, S. & Leavell, A. (1994).

  20. Planning Pyramid: What will students be able to do? Some will be able to read, interpret, and create charts, graphs, and time lines in relation to the wars. Most will be able to read and interpret charts, graphs, and time lines in relation to the wars. All will be able to read a chart, graph, and time line in relation to the wars. Schumm, J.S., Vaughn, S. & Leavell, A. (1994).

  21. Now its your turn • In your groups begin to work on your unit by identifying: • Standards • Essential Understandings and Questions • Key Knowledge (pyramid) • Key Skills (pyramid)

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