Lynn Erickson and Lois Lanning expand our understanding of the conceptual level of knowledge, thinking, and understanding.
In this highly interactive session, Dr. Erickson and Dr. Lanning will challenge your mind as they contrast a three-dimensional concept-based curriculum and instruction model with the worn out two-dimensional coverage model. You will be introduced to Dr. Lanning’s cutting edge work with the Structure of Process which complements Erickson’s Structure of Knowledge. You will draft units of instruction for your classroom using Erickson’s Structure for content/concept-driven subjects like science, mathematics and social studies; and Lanning’s Structure for process-driven subjects like English Language Arts, the Visual and Performing Arts, and World Languages. You will learn practical design strategies for engaging the hearts and minds of students.
And you will learn answers to questions like these:
How is knowledge structured and how can we utilize the structure to deepen understanding and develop the intellect?
How is process structured and how can we utilize that structure to deepen understanding and 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 knowledge, processes/skills, and conceptual understanding with greater depth and rigor?
What is a conceptual lens and how can we use it to develop higher levels of thinking and increased motivation for learning?
How can we design instruction to achieve synergistic thinking between the factual 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 factual to the conceptual level of understanding?
What is the difference between an Activity and a Performance of Deep Understanding?
How do we design quality concept-based units of instruction for the classroom? What are the critical components?
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.
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