for the thinking classroom. credit weebly © 2010 h. lynn erickson

Concept-basedCurriculum and Instruction

for the Thinking Classroom

• Credit

• Weeblyhttp://conceptbasedinstruction.weebly.com/

© 2010 H. Lynn Erickson

Housekeeping

http://conceptbasedinstruction.weebly.com/

We will increase thinking classrooms by writing units that:- Clearly identify big ideas, understandings, knowledge

& skills before beginning a unit (Stage 1)- Articulate how to know students have learned (Stage

2)- Include instruction where teachers: (Stage 3)

- Target expected outcomes- Engage students in tasks that are meaningful, worthwhile, & challenging

- Let students struggle appropriately- Require students transfer their learning to new & novel situations 3

What does all that mean?

1) Participate in all sessions 2) Collaboratively write an ELA

unit3) Self-assess your unit quality4) Implement the unit

4

Your job…

To enable you to do your job by:- Facilitating PD sessions- Providing feedback on unit

development- Coaching implementation of unit

- Distance &/or in-classroom support

5

Our job…

Desired Outcomes – For TodayLearner Outcomes:

Participants will understand that concept-based curriculum is a three-dimensional curriculum design model that frames the factual content of subject areas with disciplinary concepts and generalizations when writing units.

Participants will be able to (on their own): Write generalizations/big ideas that are transferable

and are conceptual understandings drawn from, and supported by, the critical content of a discipline.

Why conceptual teaching? Structure of Knowledge/Process Choosing Conceptual Lens Transfer Goals Create Unit Webs Write Generalizations/Understandings

◦ By next time……You will need to have completed:- Transfer Goals - Unit Web- Generalizations

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Today’s Agenda

Introduce yourselves at tables and discuss any questions you have so far.

Throughout the day, please write any questions on index cards relating to concept-based lesson planning teaching and give them to the facilitator.

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Table introductions

Identify with whom you will write your ELA unit. Groups should be about 3-4 teachers You will want to work with teachers at your

own grade level. Implemented in Spring 2015

9

form unit writing group

Exchange email addresses Identify a recorder/contact for your group

Consider using Google Docs as your collaboration tool

K-2: Send unit or link to Tabitha DeMey

3-6: Send unit or link to Heidi McGuire

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Planned collaboration

Have you ever seen young children who hold misconceptions of important events in history?

Let’s look at some actual answers to questions on a 5th grade history test!

One of the causes of the Revolutionary War was the English put tacks in their tea. Also, the colonists would send their parcels through the post without stamps. Finally, the colonists won the war and no longer had to pay for taxis. Delegates from the original 13 states formed the Contented Congress.

Actual Answers to 5th Grade History Tests:

Abraham Lincoln became America’s greatest Precedent. Lincoln’s mother died in infancy, and he was born in a log cabin which he built with his own hands. Abraham Lincoln freed the slaves by signing the Enunciation Proclamation.

On the night of April 14, 1865, Lincoln went to

the theater and got shot in his seat by one of the actors in a moving picture show. The believed assinator was John Wilkes Booth, a supposingly insane actor. This ruined Booth’s career.


The sun never set on the British Empire because the British Empire is in the East and the sun sets in the West. Queen Victoria was the longest queen. She sat on a thorn for 63 years. She was a moral woman who practiced virtue. Her death was the final event which ended her reign.


Let’s think about… What do thinking classrooms look like?

How can we move from a two-dimensional…

to a more effective three-dimensional model for curriculum and instruction to foster thinking classrooms?



How can we use these structures to focus teaching and learning,

How is knowledge structured?

How is process structured?

and significantly improve

the academic performance of all students?


How is it different from the traditional topic/skill-basedcurriculum?

What is concept-based curriculum?

How do we scaffold thinking from lower to higher levels?


What is a conceptual lens and why is it essential to develop higher levels of thinking, and increased motivation for learning?

How do we write guiding questions that “path” students’ thinking from lower to higher levels?

What does concept-basedinstruction look like?


What is the difference between an activity, and a performance of deep understanding?

What are the critical components for a

quality curriculum?


What do thinking classrooms look like?

Intentional Teaching

https://www.teachingchannel.org/videos/academic-choice-lesson

Social Change Forces Impacting Education

• Expanding role of technology• Changing job demands• Increasing global interdependence of

people• Changing social norms and value

structures

• Worldwide competition and markets

• Rapid growth of knowledge

• Environmental concerns


Our Changing World


Why teach Conceptually?

Lynn Erickson

Jay McTighe

https://www.youtube.com/watch?v=DUwKGv-mL3A

https://www.youtube.com/watch?v=d8F1SnWaIfE

https://www.youtube.com/watch?v=d8F1SnWaIfE

Clarify results & evidence before lesson design

Thinking like an assessor is key to effective

design The work is only “coverage” or “nice activity”

unless focused on questions and big ideas, related to the standards

Instruction has become an activity in repeating the teacher

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Key points to remember…

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The difference…

I want students to understand…

I want students to understand THAT…

The US Constitution

(this is content!)

The three branches of US government

The US Constitution was a solution based on compromise to real and pressing problems and disagreements in governmentThey were a brilliant balance and limit of powers.

Information without Intellect is Meaningless

Critical, Creative, Reflective

Metacognitive

Analytical, Strategic

Curious, Playful


Traditional Curriculum... is Topic BasedHISTORY: Early European MigrationWorld War I and IIIndigenous Peoples of AustraliaIrish Potato FamineAdolph HitlerThe HolocaustThe Industrial Revolution…


Science: The Earth’s crustThe solar system,The human bodyThe Periodic Table…

Traditional Curriculum... is Topic Based

Language Arts: The Cat in the HatShakespeareBritish literatureThe eight parts of speech …

© 2014 H. Lynn Erickson and Lois Lanning


What Does Iowa Core Say?Iowa Core ELA book p. 7Students who are Collage and Career Ready in Reading, Writing, Speaking, Listening, and Language

versus


Two-dimensional versus Three-dimensional

Coverage-centered Idea-centered “inch deep, mile wide” -facts and skills provide a foundation to

understand conceptual, transferable ideas.

Intellectually shallow Intellectual depth - lacks a conceptual focus -a “conceptual lens,” or focus, requires to ignite synergistic thinking mental processing between the lower and conceptual levels of thinking—producing intellectual depth and

understanding.

31© 2010 H. Lynn Erickson

Two-dimensional versus Three-dimensional

Inability to transfer Concepts and Generalizations Transfer factual knowledge -allows the brain to make connections - facts do not transfer; and see patterns. locked in time, place, or situation.

Fails to meet the intellectual Develops the intellect to handle a world demands of the 21st century of increasing complexity and accelerating change.


33

Are you a teacher?

Are You a Teacher?

https://www.youtube.com/watch?v=jC3D7O-ByLE

https://www.youtube.com/watch?v=jC3D7O-ByLE


Think of

Factual Knowledge which is locked in time, place or situation

KNOW

Conceptual Understanding which transfers through time, across cultures, and

across situations

The Structure of Knowledgeand

The Structure of Process

The Structure of Knowledge

Topics: • Specific• Locked in time, place or

situation. • Do not transfer.

Facts: • Provide support for

Principles and Generalizations.

• Locked in time, place or situation.

• Do not transfer.

The Structure of Knowledge Concepts:

• Mental constructs drawn from the topic

• Transfer across time, culture and situations

• 1 or 2 words or a small phrase

• Timeless,• Universal, • Abstract to different

degrees

The Structure of KnowledgePrinciple: • A generalization that

rises to the level of a Law or Axiom.

• Does not use qualifiers.Generalization:

• Two or more concepts stated in a sentence of relationship

• Transfers through time across cultures and across situations.

• Supported by the facts.


Theory: • A supposition or set of conceptual ideas used to explain a phenomenon or practice.

• People migrate to meet a variety of needs.

• Migration may lead to new opportunities or greater freedom.• Migration • Opportunity

• Needs • Hardship

Westward Movement

Early American settlers migrated west.

Early American settlers looked for new opportunities.

The Structure of Knowledge Knowledge

© 2010 H. Lynn

Erickson


Using the appropriate tools aids measurement accuracy.

•length unit • tools • object• equivalence • accuracy

Measurement

Standard length units express how much longer one object is than another.

1

2

3

*Since mathematics is a conceptual language, the “Topics” are actually broader concepts which break down into micro-concepts at the next level.

Grade 2 - Example

The student understands that…Readers make inferences about characters using background knowledge and text evidence.

The Structure of Process

Reading Process

•Inference •Character •Background Knowledge •Text Evidence

© Lois Lanning, 2012

The student understands that…______________________________________________________.

Understanding Concepts

Examples of Subject Area ConceptsScience Social Studies Concepts in

TextWriter’s

CraftReader’s

Craft

OrderOrganismPopulationSystemChangeEvolutionCycleInteractionEnergy/MatterEquilibriumHabitat

Conflict/Cooperation

PatternsScarcitySystemChange/ContinuityCultureSupply/DemandCivilizationMigration/

ImmigrationInterdependence

PrejudicePerspecti

veConflict Cooperati

onPower Relations

hipsEnvyEmotionsOppressio

nInfluence

OrganizationWord ChoiceText- ConventionsFluencyVoicePresentationSymbolismAllegoryMetaphorProtagonistAntagonist

InferenceContext CluesMeaningParaphraseSummaryText StructureDirectionalitySelf –regulationImageryGenreBackground Knowledge

Which are “macro-concepts?” Which are “micro-concepts?”


and Lois Lanning

Concepts

• Interdependence/Dependence/Independence• Classification• Solution• Perception• Decisions• Systems• Change• Continuity• Order• Conflict• Cooperation


Social Studies ConceptsGeography ConceptsMacro-concepts: • Place • Space • Region • Location • Interaction * Interdependence

Micro-concepts:• Physical environment• Landforms• Geographical Patterns• Natural Processes• Migration• Population density• Growth rates• Cultural landscapes• Urbanization• Settlement patterns• Geographical locations• Rural/urban• Natural resources• Technology• Natural disasters• Spatial organization


ELA Concepts in Text

PowerIdentitySurvival

FearInner/Outer conflict

CourageLove

RelationshipsLoss

FriendshipsCaring/Sharing

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JealousyToleranceIdealism

IsolationismGreed

SacrificeCompromise

ControlJustice

Humanity/InhumanityElements of Genre

Concepts in Reader’s/Listener’s/Viewer’s Craft

• Strategies/Skills• Directionality• Phonological Awareness• Phonics• Self-Regulation

• Problem Solving• Metacognition• Self-Correction• Reading Rate

• Text language/Vocabulary• Inference• Summary • Connections• Imagery• Text structures/features• Background Knowledge

Comprehension/Understanding (of text)

• Purpose• Aesthetic pleasure• Information• Entertainment• Explanation• Research

• Critiquing Text• Literary criticism• Evaluation• Judgment• Believability• Appreciation/

recognition of author’s craft

• Relevance

• Response (to text)• Connections• Discourse protocols• Collaboration• Perspective• Personal reflection• Text evidence• Cultural

understanding• Motication/appeal

Concepts in Writer’s/Speaker’s Craft

• Production (of text)• Voice• Tone• Mood• Dialect

• Organization• Transitions• Text structure• Leads• details

• Fluency• Rhythm• Cadence• Flow

• Writing/speaking conventions• Grammar• Language (formal/informal)• Mechanics• Format• Word choice/usage• Audience awareness• Persuasive techniques• Writing Process• Brainstorm• Draft• Response• Revision• Publication

• Literary Devices• Alliteration• Hyperbole• Imagery• Metaphor• Allusion• Figurative

language• Simile• Onomatopoei

a• Symbolism’

The Conceptual Lens

???

Conceptual lens:

The conceptual lens “integrates thinking”

at a level beyond the facts.© 2010 H. Lynn

Erickson

Significant Individuals in History

The Power of aConceptual Lens

Leadership




Power/Change





creates a deeper level of understanding,

helps retain the factual information because it must be processed at a deeper level in the brain, and

facilitates a greater love of learning.

Looking at a topic through a “conceptual lens” engages the personal intellect and emotions of the student…

National Media


National Media

Lens: Persuasive Force


Conceptual lens ______________________

Topic: Stories from Around the

World: Folktales


Sample Conceptual Lenses

ConflictComplexityBeliefs/ValuesParadoxInterdependenceInteractionsFreedomTransformationsForce

IdentityPatternsRelationshipsOriginsChangeRevolutionPerspectiveReformHeroes

Power InfluenceSystemBalanceStructure/functionInnovationDesignGeniusAestheticsCreativity



To develop the intellect and increase

motivation for learning, curriculum and

instruction must create a “synergy” between

the lower (factual) and higher (conceptual)

levels of thinking.

Cartoons by David [email protected]


The Conceptual Mind


It is the Conceptual Mind that ….creates connections to prior experience and finds relevance synergistically works with the factual level of knowledge, and lower level process skills to develop the intellect sees patterns across examples which reveal deeper, transferable understandings

recognizes the transferability of knowledge

> creates the motivation for learning

The Integration of Thinking

refers to the cognitive process of seeing patterns and connections at the conceptual level of thinking.

Integration



Coordinated, Multidisciplinary Unit

The “Potpourri Unit” of Facts and Activities

A little art

A little math

A little science

A little literature

Use of Language Processes The Human

Body

INTEGRATED, INTERDISCIPLINARY CURRICULUM…

an integrating, “conceptual

lens”

such as Interdependence or

System.

looks at a topically-based

theme,

problem, or issue through…


Integrated, Interdisciplinary Unit

Literacy

The Human Body

Physical EducationBody Control

MovementCoordination

Muscle SystemFitness

Endurance

ArtDraw a body:symmetry, line, shapeHuman forms - artrealism, abstract, cubist

Calculations: heart rate, body mass,StatisticsMeasurements: height, weightRatiosCharts; graphs

Circulatory SystemRespiratory SystemDigestive System, etc.Function & structureInterdependence

Science

WellnessNutritionEating DisordersWeight ManagementSubstance AbuseDiseases

HealthConceptual Lens:System

Math


Research ProcessReading ComprehensionPresentationWriting Conventions

The goal of integration...is to facilitate integrated, higher level thinking.

The conceptual lens

pulls thinking to theintegration level.


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The Three Stages of Backward Design

1. Identify Desired Results

What is it that I want the students to understand and know and be able to do?

2. Determine Acceptable Evidence

How will I know that they know what I want them to know?

3. Plan Learning Experiences

What do I need to do in the classroom to prepare them for the assessment?

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Unit Template

Stage 1- Desired Results

Transfer Goals:

Generalizations/Understandings: Students will understand that…

Essential Questions:

Students will know… Students will be able to…

Stage 2- Assessment Evidence

Performance Tasks: Other Evidence:

Stage 3- Learning Plan

Learning Activities:

Transfer Goals

Writing Transfer GoalsA transfer goal-• states what students should be able

to do with knowledge and skill, on their own, in general terms, in the long run.

• Answers the “Why?” and “What can you do with this?” questions.

The transfer goal is at the heart of the unit.

College & Career Readiness

Standards for ELAReading p.10Writing p. 22Speaking & Listening p. 28Language p. 33


For your unit…..

2-3 Transfer Goals from Reading &/or Writing

The Unit Web A Brainstorming Overview

The Generalizations derivedfrom the web will indicate

the content that will be addressedin the unit instruction. Not everything

on the web will be included in the instruction.

Our Community

Geography• Interdependence of land and people in our community• communities use resources to meet needs and wants

Economics• goods & services• Cost/benefit• Wants/needs• Inventions -new products• Advertising• Workers - wages (incentives, e.g., pay) Jobs

Culture• community• neighborhoods• Cooperation in a community to solve problems

Conceptual Lens:

Interdependence

Government/Civics• Local government - leaders: mayor, city council - roles • Laws, rules in our community• Citizenship - rights and responsibilities• Citizens working together

Grade 2

History•collaboration to build a community

Transfer Goals:Students will be able to independently use their learning to:• Apply concepts and systems of

economics to participate productively in a global economy.

• Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy.

Unit Title

Concepts in:Understanding Text

Concepts in:Critiquing Text

Concepts in:Producing Text

Concepts in:Responding to Text

Conceptual Lens

Source: © 2009 Dr. Lois LanningAvon, Connecticut


Transfer Goals:

Conceptual Lens: CharacterizationUnderstanding Text: (R,

L)• Major events & challenges• Story elements of narrative text• Characters’ points of view• Character traits, dialogue,

actions• Character’s voice• Vocabulary• Qualities of friendship• Summary• Grade level phonics & word

analysis• Inference• Questions to support

comprehension• Fluency

Responding To Text: (S, W)• Meaningful connections to

characters• Text Evidence• Partner read/share• Similarities and differences of

characters across texts• Key ideas and details• Comprehensive descriptions

Producing Text: (W)• Oral/written responses (to literal,

interpretive and open ended questions)• Shared writing• Narrative Writing• Writing Conventions• Writing process• *Temporal words• *Transition words• *Eye contact, speaking voice• *Opinion pieces (writing journals)

Critiquing Text: (L, S, W, R)• Opinions of author’s

depiction of characters supported by text evidence

• Believability of character• Realistic problem/solution• Quality of text illustrations• Conclusions

Source: Designing Concept-based Curriculum for English Language Arts, Meeting the Common Core with Intellectual Integrity, K-12, By Lois Lanning.Corwing Press Copyright 2013 85

Transfer Goals:Students will be able to independently use their learning to:• Analyze how and why individuals, events,

and ideas develop and interact over the course of a text.

• Assess how point of view or purpose shapes the content and style of a text.

• Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured even sequences.

Unit Title

Character Study: How do we get to

know characters?

Writing Generalizations/Understandings


GENERALIZATIONS areSUMMARIES OF THOUGHT

“WHAT DO I UNDERSTAND as a result of my study that

I can TRANSFER?”

GENERALIZATION=Essential or Enduring

Understanding, Statement of Inquiry or Central IdeaTwo or more concepts

in a relationship...

CONCEPTUAL IDEAS THAT TRANSFERDEVELOP “DEEP UNDERSTANDING”

Concept Concep

t

©1997 H. Lynn Erickson


Writing Generalizations

>No proper or personal nouns>No pronouns in sentence (“our, we, they…”)>Has a present tense verb>Contains at least two concepts>Is a transferable idea that is supported by the factual content

>May need a qualifier (“often, can, may”)

if not true in all situations—

but is still an important idea

Level 1 Verbs (“No No” Verbs)

affects | impacts | influence | is, are, have



3.

2.

The student understands that…_People buy goods and services to meet their wants and needs.

Goods & Services

Wants & Needs

PeopleProducers & Consumers

1.

Our Community


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People should care for the environment.

Error: Value Statement……..ask Why?

Improved:People care for the environment to preserve natural resources.

93

Writers’ rely on the plot to carry the story.

Error: Not True – Writers rely more on character development than plot.

Improved:Writers’ rely on the characters to carry the plot of a story.

94

Writers tell enough about a topic so others can understand what they are writing about and can answer questions they may have and know why they are writing.

Errors: Awkward sentence, unclear, uses pronoun Improved

• Effective writers provide relevant information to convey a clear message.

• Writers incorporate text structure and content area vocabulary for the purpose of imparting information.


Readers rely on text connections in order to comprehend.

Errors: Value Statement – needs qualifier

Improved:• Readers integrate and cross check multiple

strategies and skills to deepen comprehension of text.

• Readers may rely on text connections to support comprehension.


Informed citizens must read widely.

Error: Value Statement Only 1 concept

Improved:• Reading about issues from a variety of

perspectives develops a more informed citizenry.

• Gathering issues from multiple sources provides a variety of perspectives in developing a more informed citizen.

97

Stage 1 –Desired ResultsEstablished Goals (Standards): National Driver Development Standards

G1 Demonstrate a working knowledge or rules, regulations and procedures of operating an automobile G2 Use visual search skills to obtain correct information and make reduced-risk decisions for effective speed and position adjustments G3 Interact with other users within the Highway Transportation System by adjusting speed, space, and communications to avoid conflicts and reduce risk G4 Demonstrate balanced vehicle movement through steering, braking, and accelerating in a precise and timely manner throughout a variety of adverse conditions Source: American Driver & Traffic Safety Association

Transfer Goals

Students will be able to independently use their learning to:- Drive courteously and defensively without accidents or needless risk.- Anticipate and adapt their knowledge of safe and defensive driving to

various traffic, road and weather conditions.

Meaning-Making

Generalizations/Understandings:Students will understand that…-

Essential QuestionsStudents will keep considering…-

Acquisition of Knowledge and Skill

Students will know…-

Students will be skilled at…

Generalizations/Understandings:Students will understand that…-


Checking Our Generalizations

>No proper or personal nouns>No pronouns in sentence (“our, we, they…”)>Has a present tense verb>Contains at least two concepts>Is a transferable idea that is supported by the factual content

>May need a qualifier (“often, can, may”)

if not true in all situations—

but is still an important idea

99

Stage 1 –Desired ResultsEstablished Goals (Standards): National Driver Development Standards

G1 Demonstrate a working knowledge or rules, regulations and procedures of operating an automobile G2 Use visual search skills to obtain correct information and make reduced-risk decisions for effective speed and position adjustments G3 Interact with other users within the Highway Transportation System by adjusting speed, space, and communications to avoid conflicts and reduce risk G4 Demonstrate balanced vehicle movement through steering, braking, and accelerating in a precise and timely manner throughout a variety of adverse conditions Source: American Driver & Traffic Safety Association

Transfer Goals

Students will be able to independently use their learning to:- Drive courteously and defensively without accidents or needless risk.- Anticipate and adapt their knowledge of safe and defensive driving to

various traffic, road and weather conditions.

Meaning-Making

Generalizations/Understandings:Students will understand that…- A motor vehicle can become a

lethal weapon, and driving one demands constant attention.

- Defensive driving assumes that other drivers are not attentive and that they might make sudden or ill-advised moves.

- Effective drivers constantly adapt to the various traffic, road, and weather conditions.

Essential QuestionsStudents will keep considering…-

Acquisition of Knowledge and Skill

Students will know…-

Students will be skilled at…

Our Community

Geography• Interdependence of land and people in our community• communities use resources to meet needs and wants

Economics• goods & services• Cost/benefit•Wants & needs• Inventions -new products• Advertising• Workers - wages (incentives, e.g., pay) Jobs

Culture• community• neighborhoods• Cooperation in a community to solve problems

Conceptual Lens:

Interdependence

Government/Civics• Local government - leaders: mayor, city council - roles • Laws, rules in our community• Citizenship - rights and responsibilities• Citizens working together

Grade 2

History•collaboration to build a community over time

Transfer Goals:Students will be able to independently use their learning to:• Apply concepts and systems of

economics to participate productively in a global economy.

• Apply knowledge of political and social systems to participate actively as an informed citizen of a democracy.

Interdependence in Our Community

Culture1. A community can consist of a

neighborhood or many neighborhoods that share public services such as schools, law enforcement

and hospitals.2. People in a community cooperate to

solve problems that affect their daily lives.

Grade 2

Conceptual Lens: CharacterizationUnderstanding Text: (R,

L)• Major events & challenges• Story elements of narrative text• Characters’ points of view• Character traits, dialogue,

actions• Character’s voice• Vocabulary• Qualities of friendship• Summary• Grade level phonics & word

analysis• Inference• Questions to support

comprehension• Fluency

Responding To Text: (S, W)• Meaningful connections to

characters• Text Evidence• Partner read/share• Similarities and differences of

characters across texts• Key ideas and details• Comprehensive descriptions

Producing Text: (W)• Oral/written responses (to literal,

interpretive and open ended questions)• Shared writing• Narrative Writing• Writing Conventions• Writing process• *Temporal words• *Transition words• *Eye contact, speaking voice• *Opinion pieces (writing journals)

Critiquing Text: (L, S, W, R)• Opinions of author’s

depiction of characters supported by text evidence

• Believability of character• Realistic problem/solution• Quality of text illustrations• Conclusions

Source: Designing Concept-based Curriculum for English Language Arts, Meeting the Common Core with Intellectual Integrity, K-12, By Lois Lanning.Corwing Press Copyright 2013 102

Transfer Goals:Students will be able to independently use their learning to:• Analyze how and why individuals, events,

and ideas develop and interact over the course of a text.

• Assess how point of view or purpose shapes the content and style of a text.

• Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured even sequences.

Unit Title

Character Study: How do we get to

know characters?

Character Study: How do we get to know characters?

1. Character dialogue and actions reveal character traits.

2. Background experiences help readers identify and relate to story characters.

3. Authors develop a story and its characters based on genre and purpose.

4. Character relationships shape and drive events in a story

5. Readers make inferences about characters using evidence from the text.

Grade 2


When we teach to the levels of concepts and generalizations we are teaching for deep understanding and the transfer of knowledge.


• Brainstorm your unit web – keeping your conceptual lens in mind when identifying the concepts for each strand.• Write generalizations for your conceptual lens, and for each strand around your unit title--

1 or 2 per strand. Send completed web &

generalizations to:K-2: Tabitha:

[email protected]

3-5: Heidi: [email protected]

for the thinking classroom. credit weebly © 2010 h. lynn erickson

Documents

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