Concept Based Curriculum and Instruction for the Thinking Classroom
By Dr Lynn Erickson

17th - 18th November 2017, Hong Kong
Lynn Erickson expands our understanding of the conceptual level of knowledge, thinking, and understanding. In this highly interactive session, Dr. Erickson will challenge your mind as she contrasts a three-dimensional concept-based curriculum and instruction model with the worn out two-dimensional coverage model. You will see and discuss DVD clips of three-dimensional, concept-based teachers instructing students in different grade levels and subject areas. You will learn specific, practical instructional strategies that engage the hearts and minds of students.
You will learn answers to questions like these:
  • How are knowledge and process structured and how can we utilize these structures to 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 the factual/skill and conceptual levels 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?
  • What does concept-based instruction “look like” in the classroom?
Concept-based curriculum and instruction are not a program. The actual content and writing of the curriculum are left to the curriculum writers. Concept-based curriculum design ensures a high quality curriculum product and informs pedagogy that supports deep understanding and the transfer of learning.
Day 1
9:00 - 10:00 Our changing world: New paradigms for education
  • 21st century skills and knowledge
  • Coverage centered (2 dimensional) - vs. idea-centered (3 dimensional) curriculum/instruction
  • The Structures of Knowledge and Process: Teaching for deep understanding and transfer - Where should we ultimately target our teaching?
  • Understanding Concepts--Macro and Micro
10:00 - 10:30 Writing clear and powerful conceptual understandings to guide instruction Table Task
10:30 - 10:45 Break
10:45 - 11:30 Scaffolding thinking from lower to higher levels – Table Task and Feedback
11:30-12:00  The power of a conceptual lens
  • Focusing the topic
  • Stimulating “synergistic thinking” (factual/conceptual interaction)
  • Transferring to global, timeless contexts
12:00-1:00  Lunch
1:00-1:30 Evaluating concept-based instruction
  • Viewing a 3rd grade concept-based teacher using a "Developing Teacher Rubric"-this is what it "looks like."
1:30 - 2:45 Designing a concept-based unit of instruction: The integration of thinking in interdisciplinary and intra-disciplinary units of instruction
Steps 1-7
  • Step 1: Designing a Unit Web to identify key concepts and unit topics
  • Step 2: Writing Conceptual Understandings from the Unit Web - also known as Enduring or Essential Understandings, Central Ideas or Statements of Inquiry.
2:45 - 3:00 Select chapters from Concept-Based Curriculum and Instruction for the Thinking Classroom 2nd edition, © 2017 by Erickson, Lanning, and French. Read the assigned chapter and be prepared to share Key Points in a jigsaw the following morning. Participants may stay in the workshop to read the chapter, or read the chapter at home in the evening. It is critical that all participants be prepared to share in the morning.
Day 2
9:00-10:15 Chapter sharing and discussion from Concept-Based Curriculum and Instruction for the Thinking Classroom 2nd edition, © 2017 by Erickson, Lanning, and French
10:15 - 10:30 Break
10:30 - 11:15 Continue the design of a concept-based unit of instruction
  • Step 2 : Continue refining and adding clear and powerful conceptual understandings
11:15 - 11:40
  • Step 3 : Designing guiding questions to path student inquiry from the factual/skill to the conceptual levels of understanding: Factual, Conceptual, and Debate Questions.
11:40 - 12:00  DVD Clip – A high school concept-based teacher – What similarities do you see between the elementary and high school concept-based teachers? 
12:00 - 1:00  Lunch
1:00 - 1:30
  • Step 4 : Identifying critical content knowledge and key skills for a concept-based unit - Examples of KUD’s (Know, Understand, able to Do)
1:30 - 2:15
  • Step 5: Writing a quality performance task - How to ensure a performance of deep understanding vs. a lower level “activity”
2:15 - 2:30 Break
2:30 - 3:00
  • Step 6: Designing the Scoring Guide
3:00 - 3:15
  • Step 7 : Designing learning experiences (Backwards Design) that address Know, Understand, and able to Do (Design backwards, but teach forward)
3:15 – 3:45 Checking for Understanding – a fun whole group Quiz Game
3:45 – 4:00  Sharing and Close.
Potential Audience:
K-12 teachers, principals and assistants, central office curriculum and instruction coordinators, university instructors in teacher training.
Trainer’s Profile
Dr. Lynn Erickson is a private consultant assisting schools and districts nationally and internationally with concept-based curriculum design and instruction. During the past twenty years Lynn has worked extensively with K-12 teachers and administrators on the design of classroom and district level curricula aligned to academic standards.

Lynn is the author of three best-selling books, Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction, 3rd edition c.2008, Concept-based Curriculum and Instruction for the Thinking Classroom, c. 2007, and Concept-based Curriculum and Instruction: Teaching Beyond the Facts, c. 2002 Corwin Press Publishers. She is co-author of "Transitioning to Concept-based Curriculum and Instruction: How to Bring Content and Process Together with Dr. Lois Lanning, ©2014, Corwin Press. Lynn also has a chapter in Robert Marzano's book, On Excellence in Teaching, ©2010, Solution Tree Press.

Lynn is an internationally recognized presenter in the areas of concept-based curriculum design, and teaching for deep understanding. She has served as a teacher, principal, curriculum director, adjunct professor, and educational consultant.

Lynn currently lives in Everett, Washington with her family. She and Ken have two children, and two grandsons, Trevor and Connor, who continually stir her heart and soul.
  USD 810/- Closing date 1st November, 2017
  Early Bird Offer USD 710/- Till 1st July 2017
  Includes: Lunch, 2 coffee breaks and a certificate of participation.
  English Schools Foundation
25 / F 1063 Kings Road, Quarry Bay, Hong Kong.

Hotel Accommodation
Harbour Plaza North Point.
  Shonal Agarwal

  register now
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