You are on page 1of 27

Lynn Erickson Slides

These slides may be used on a limited


basis to share information in your school
or school district with appropriate credits to
H. Lynn Erickson.
Two Dimensional Curriculum Model-

Processes & Skills
Factual
Content
Topic-based
Concepts
&
Principles
Three Dimensional Curriculum Model-
Concept-based
Two-dimensional vs. Three-dimensional

Coverage-centered Idea-centered
inch deep, mile wide -facts provide a foundation to
understand conceptual, transferable
ideas.

Intellectually shallow Intellectual depth
- lacks a conceptual focus -a conceptual lens, or focus,
to create a factual/ requires mental processing on
conceptual brain synergy the factual and conceptual levels--
producing intellectual depth in
thinking and understanding.

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 21
st
century of increasing complexity and
accelerating change.

Key Points

The Structure
of Knowledge:
Identifying
Recurring Big
Ideas
The Structure of Knowledge
People migrate to meet a variety
of needs.
Migration may lead to new
opportunities or greater
freedom.
dates, who they were, how they got
there, dangers and challenges they
faced
Westward Movement
Migration Opportunity
Needs Freedom
High School Generalizations:
Social Studies (examples)
Government:
1. Forces of imperialism, nationalism, militarism, and geo-political
alliances, taken to the extreme, can lead to international
conflicts.

History:
2. Key events in history can signal turning points that drastically
alter the social, economic and political directions of a society.

Economics:
3. Economic depression in one country can substantially affect the
economies of other nations.

Culture:
4. New technologies and scientific breakthroughs can improve the
quality of life--but may also present ethical dilemmas.

F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
The Amazon Rainforest: Organisms
biology; evolution; mutation; environment;
behavior patterns; adaptation;
Environmental factors influence an
organisms biology and behavior patterns.
The Structure of Knowledge
An organisms behavior patterns exhibit
an evolutionary logic.
The Structure of Knowledge
slope derivative line
Measurement of distance and speed
Velocity can be mathematically
represented by the slope of a line.
The slope of a graph at a particular point
indicates the instantaneous rate of change.
graph
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
Concept
Timeless
Universal
Abstract
Represented by 1 or 2 words
Examples share common
attributes
A concept is an organizing idea;
a mental construct...
-Science
! Order
! Organism
! Population
! System
! Change
! Evolution
! Cycle
! Interaction
! Energy/Matter
! Equilibrium

! Conflict/Cooperation
! Patterns
! Populations
! System
! Change/Continuity
! Culture
! Evolution
! Civilization
! Migration/Immigration
! Interdependence

! Prejudice
! Perspective
! Conflict
! Cooperation
! Power
! Relationships
! Envy
! Emotions
! Oppression
! Influence

Examples of Subject Area Concepts
-Writers Craft
! Organization
! Word Choice
! Context
! Conventions
! Fluency
! Voice
! Presentation
! Symbolism
! Allegory
! Metaphor
! Protagonist
! Antagonist
-Literary Themes - Social Studies
Examples of Subject Area Concepts
Visual Art
! Rhythm
! Line
! Color
! Value
! Shape
! Texture
! Form
! Space
! Angle
Music
! Rhythm
! Melody
! Harmony
! Tone
! Pitch
! Form
! Tempo
! Timbre
! Pattern
Mathematics
! Number
! Ratio
! Proportion
! Symmetry
! Probability
! Pattern
! Order
! Quantification
! System
The Structure of Knowledge
The student understands
that..._________________________________
____________________.
U.S. Trade and Competition
2
3
1
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
Examples of Subject Area Concepts
Social Studies
! Conict/Cooperation
! Patterns
! Populations
! System
! Change/Continuity
! Culture
! Evolution
! Civilization
! Migration/Immigration
! Interdependence
! Markets
! Supply and Demand
! Cost
! Interdependence
! Beliefs/Values
! Goods/Services
! Conict
! Cooperation
! Perceptions
! Patterns
! Power
! Systems
- Economics
The Structure of Knowledge
The student understands
that...________________________________
_____________________.
Change in Our Community:_______
2
3
1
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
The Structure of Knowledge
The student understands
that...________________________________
_____________________.
2
3
1
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
Key Points

" Knowledge has an inherent structure from topics and facts, framed by
concepts, which combine to form generalizations, principles, and theories.
" Traditional, two-dimensional curriculum/instruction models focus more
on the topic and fact levels and assume an understanding of related
concepts and principles.

" Concept-based, three-dimensional curriculum/instruction models raise the
intellectual bar by teaching to ideas (generalizations/principles) and by
using the topics and facts as foundational support for the deeper under-
standings.
" Topics and facts do not transfer. They are locked in time, place, or situation.
" Concepts and Generalizations transfer through time, across cultures, and
across situations.
" The concepts, generalizations, and principles add the third intellectual
dimension to curriculum and instruction.
" There is a Theory Level, but we need to focus our work on the
Concepts, Generalization Levels at this time.
(A Theory is an idea supported by the best evidence available, but not yet fully proven.)
Two Dimensional Curriculum Model-

Processes & Skills
Factual
Content
Topic-based
Concepts
&
Principles
Three Dimensional Curriculum Model-
Concept-based
Two-dimensional vs. Three-dimensional

Coverage-centered Idea-centered
inch deep, mile wide -facts provide a foundation to
understand conceptual, transferable
ideas.

Intellectually shallow Intellectual depth
- lacks a conceptual focus -a conceptual lens, or focus,
to create a factual/ requires mental processing on
conceptual brain synergy the factual and conceptual levels--
producing intellectual depth in
thinking and understanding.

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 21
st
century of increasing complexity and
accelerating change.

Key Points

The Value of Concept-based Instruction
Engages the personal intellect and emotions of
the student; increases motivation for learning.

Requires a higher level of thinking.

Teaches students how to see patterns and
connections between facts and ideas.

Provides relevant focus for content study.
The Value of Concept-based Instruction
Facilitates the transfer of knowledge.

Meets different ability levels

Creates a brain schema for
processing new information

Develops verbal and written fluency
with the English language
- Develops the art of conversation
- Deepens reading comprehension

You might also like