Concept-based Curriculum and Instruction for the Thinking Classroom
By Dr. Lynn Erickson
20th October 2017, Vancouver

  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 two-dimensional coverage model. You will see and discuss a DVD clip of a three-dimensional, concept-based teacher instructing students. You will learn specific, practical instructional strategies that engage the hearts and minds of students.
You will also learn answers to questions like these:
  • How are knowledge and process structured and how can we utilize these structure to develop the intellect?
  • How can we move to a three-dimensional curriculum and instruction model and teach both factual and conceptual knowledge 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 do we write clear and powerful conceptual understandings?
  • 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 design a unit web to identify concepts and conceptual understandings?
  • How do we develop different kinds of questions to guide student inquiry from factual knowledge to the conceptual level of understanding?
  • What is the difference between an Activity and a Performance of Deep Understanding.
  • How do we design assessments of deep understanding?
  • What does Concept-Based instruction "look like" in the classroom?

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.
  8:30-9:45 Our changing world: New paradigms for education
  • Coverage centered (2 dimensional) ) vs. idea-centered (3 dimensional) curriculum/instruction
  • The Structure of Knowledge: Teaching for deep understanding and the transfer of knowledge --Where should we ultimately target our teaching?
  • Concepts – Key/Related (macro/micro) for breadth and depth of understanding
  9:45-10:15 Writing clear and powerful conceptual understandings to guide inquiry - Table task
  10:15-10:30 Break
  10:30-11:15 Scaffolding thinking from lower to higher levels – Table task and feedback
  11:15-11:30 The power of a conceptual lens (Key Concept)
  • Focusing the topic.
  • Stimulating "synergistic thinking" (factual/conceptual interaction).
  • Transferring to global contexts.
  11:30-12:00 DVD clip: A grade 3 concept-based teacher—this is what it "looks like."
  12:00-1:00 Lunch
  1:00-1:45 Designing a concept-based unit of instruction: The integration of thinking in interdisciplinary and intra-
disciplinary units of instruction (Limited time prevents a full unit design, but the components will be practiced).
  • Step 1: Designing a Unit Web to identify key concepts and Related Concepts
  1:45-2:30 Step 2: Writing clear and powerful Conceptual Understandings from the unit web: Central and Related Concept Understandings
  2:30-3:00 Step 3: Writing 3 kinds of Guiding Questions to path student thinking from the factual to the conceptual levels:
Factual, Conceptual, Debatable.
  3:00-3:25 Activities versus Performances of Deep Understanding
  3:25-3:30 Close
Potential Audience
  K-12 teachers, principals and assistants, central office curriculum and instruction coordinators, university instructors in teacher training.
Trainers’ profiles:
  H. Lynn Erickson, Ed.D., is the originator of the brand, and coined the term "Concept-Based Curriculum" in 1995. She has served as a classroom teacher, reading specialist, school principal, Director of Curriculum K-12, and adjunct professor.

Lynn was a consultant to the International Baccalaureate Organization for the Middle Years Programme, The Next Chapter.

For the past 20 years Lynn has worked as an independent consultant at the international, national and state levels in Concept-Based Curriculum Design across all K-12 levels and subject areas. Lynn has presented at conferences and trained educators in countries and locations across the globe from North and South America, to Europe, to the Middle East and the Far East. Besides numerous journal articles she co-authored two books with her good friend and associate of over 20 years, Lois Lanning: Transitioning to Concept-Based Curriculum and Instruction ©2014; and Concept-Based Curriculum and Instruction for the Thinking Classroom, 2nd edition, ©2017, Corwin Press Publisher. Lynn is also the author of Stirring the Head, Heart and Soul: Redefining Curriculum and Instruction (1995, 2000, 2008); and the book Concept-Based Curriculum and Instruction: Teaching Beyond the Facts (2002), Corwin Press. A chapter titled "Conceptual Designs for Curriculum and Higher-Order Instruction," is in the anthology edited by Robert Marzano, On Excellence in Teaching (2010), Solution Tree Press.

Lynn and Ken Erickson live in Washington State. They have two grown children and two grandchildren who continually stir her heart and soul.
  Includes: Lunch, 1 coffee break, light breakfast and a certificate of participation.
  CAD 400/- Closing Date 1st October 2017
  Crofton House School
3200 41st Avenue West
Vancouver, BC
  8.30 am to 3.30 pm
Registration at 8.00 am on the 20th October, 2017.
  Shonal Agarwal

  register now
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