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Teaching Beyond the Facts ,[object Object],[object Object],[object Object]
The Key: Conceptual Teaching ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
A Conceptual Model ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How is conceptual teaching different? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The Big Idea:  Thinking Connecting Themes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How do we use the GPS to teach conceptually? ,[object Object],[object Object],[object Object],[object Object]
Would you rather your students… ,[object Object],[object Object],[object Object],[object Object],[object Object]
What’s an Enduring Understanding? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Purpose of Enduring Understandings ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
More Thinking Beyond the Facts ,[object Object],[object Object],[object Object]

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Conceptual Teaching-power point-1

Hinweis der Redaktion

  1. Introduction to Conceptual Teaching and Learning (Slides 26-36) Time: 30 minutes Overview: Discussion of conceptual teaching in Social Studies including what it is and why it is important.
  2. Brain based research shows the importance of concepts and scaffolding in retention of information. The goal of conceptual teaching is to help students understand major themes, issues, and concepts in Social Studies. Conceptual teaching is essential in order to be able to effectively use higher level teaching strategies.
  3. Principle #1addresses a student’s prior knowledge. It is not a pre-test, but the experiential knowledge of a student. Principle #2 is the heart of conceptual teaching. Factual knowledge is important, but this knowledge must be placed in a context if it is to be retained. Memory of factual knowledge in enhanced by conceptual knowledge, and conceptual knowledge is clarified as it is used to help organize the important details. Principle #3 suggests teachers must help and encourage students to evaluate their learning. Students need to learn how to ask question that enhance their learning and relate it to what they already know.
  4. Both models value foundation of specific fact-based knowledge and skills. The difference between the two is in creating a culminating focal point of instruction. In topic-based learning you teach specific facts about a given topic. Concept-based learning teaches conceptual understandings drawn from the facts. It is important that students are learning about the relationship between things rather than JUST FACTS .
  5. Concepts should not be for just a specific unit, but may also transcend units and tie them together. The key is asking the question “What is it that a student should take from this unit that goes beyond the facts?” This is how you create an Enduring Understanding.
  6. Notice the difference in how the content is approached. The first option in each scenario describes a more traditional approach. The second option is standards based practice. In the first bullet, you are focusing only on the learning objective of the standard. The second bullet begins to get at the heart of Enduring Understandings which is to apply concepts and themes.
  7. These are brief sentences that link a concept with the specific standards and elements. Also, the Enduring Understanding should be repeated in other Social Studies courses throughout elementary, middle, and high schools. While the EU’s wording may vary from grade level to grade level, the concepts remain the same in order to build that scaffolding.