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The Natural Progression of Concept Development
If I Can… Then I Am Able to…
Experience it first-hand
("Hands-on, minds-on learning")
 Discuss it orally
Discuss it orally  Understand what others mean, when they talk about it
Understand when I discuss it and when others discuss it
Communicate it in written form
Do it, see it, discuss it, hear about it, and write about it
Explain it to others
 Communicate it in written form
 Read my own writing
 Explain it to others intelligently
 Read the writing of others on the same subject
Understand the descriptive writings of others on the subject
 Begin reading (the writing of others) in the same content area
Read factual and content-area writing  Connect the concept to other disciplines
Connect it to other disciplines  Comprehend fictional writing on the subject
Process the concept on both a literal and a  Connect it to other relevant abstractions fictional level
Connect it to abstractions  Begin thinking of the concept on a more global scale and/or on a creative level
Begin thinking of the concept on a global and/or creative level
 Ask connecting, "what if," and philosophical questions (of the highest cognitive levels.) The very best indicator we can use to determine how well an individual knows a subject is not gauged by the answers he or she can give us, but by the cognitive level of the questions that he or she begins to ask.

Begin thinking of the concept on a global and/or creative level
Connect it to abstractions
 Ask connecting, "what if," and philosophical questions (of the highest cognitive levels.) The very best indicator we can use to determine how well an individual knows a subject is not gauged by the answers he or she can give us, but by the cognitive level of the questions that he or she begins to ask.
 Begin thinking of the concept on a more global scale and/or on a creative level
 Connect it to other relevant abstractions Process the concept on both a literal and a fictional level
Connect it to other disciplines  Comprehend fictional writing on the subject
Read factual and content-area writing  Connect the concept to other disciplines
Understand the descriptive writings of others on the subject
 Begin reading (the writing of others) in the same content area
Explain it to others
Do it, see it, discuss it, hear about it, and write about it
Experience it first-hand
("Hands-on, minds-on learning")
 Read the writing of others on the same subject
 Explain it to others intelligently
Communicate it in written form
Understand when I discuss it and when others discuss it
 Read my own writing
 Communicate it in written form
Discuss it orally  Understand what others mean, when they talk about it
 Discuss it orally

Picture of little boy eating lemon
(experiential learning) was removed from this presentation before posting.
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Picture of little boy with a sour face was removed from this ppt. before posting on the web.
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Picture of little boy painting was removed before posting the ppt to the web.
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Research indicates that science reading requires discipline-specific background knowledge. Accurate knowledge of content prior to reading a text has consistently been shown to reliably predict text comprehension.
Dole, Valencia, Greer, & Wardrop, 1991; Vitale, Romance,
& Dolan, 2006
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Paul Revere by Henry Wadsworth Longfellow
•does not give students the opportunity to analyze the reasons behind the Revolutionary War and what factors and events led up to the need for a midnight ride by
Paul Revere.
•does not explain the years of the
French and Indian War that led to the Revolutionary War?
•does not recount all of the events, the people, and the issues that had an impact on our
Revolution?
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RESA VI WESTEST data
Science WESTEST for Each Grade of RESA VI
Compared to WV Mean
91
90
89
88
87
86
85
84
83
82
WV 3rd RESA VI 3 WV 4th RESA VI 4 WV 5th RESA VI 5 WV 6th RESA VI
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RESA VI WESTEST data
Reading/Language Arts WESTEST Each
Grade of RESA VI Compared to WV Mean
88
86
84
82
80
78
76
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WV 3rd RESA VI 3 WV 4th RESA VI 4 WV 5th RESA VI 5 WV 6th RESA VI
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What is the primary purpose of our school system? Choose the best answer.
A. To make AYP.
B. To provide education jobs for large portions of our population.
C. To teach students the basic skills they will need after they leave school.
D. To prepare students for their adult lives in a world that will require problem-solving, critical thinking and creativity.
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How can we best address the problem of river fish kills?
Choose the best answer.
A.Oxygenate the water.
B. Work on building greater “gillcapacity” among fish.
C. Breed fish who do not need oxygen.
D.Stop dumping waste in river.
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How can we best prepare our students for their world after they leave school? Choose the best answer.
A. Work on “skill-building” exercises with students.
B. Focus on those students “on the bubble.”
C. Get better students to move into your school district.
D. Create a school climate that promotes student engagement and higher-order thinking skills.
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Language
• Communication of simple and complex ideas
• Words, sentences, poems, books
Mathematics
• Finding patterns and making logical inferences
• Numbers, equations, shapes and forms
Science
• Discovery and making sense of the natural world
• Observation, hypothesis, experimentation
Social Studies
• Social structures and government
• Law, custom
The Arts
• Human creation in response to the environment
• Song, dance, sculpture, painting, theatre

“Education is not to reform students or amuse them or to make them expert technicians.
It is to unsettle their minds, widen their horizons, inflame their intellects, teach them to think . . .”
• - Robert Hutchins
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Where will I go to
Where will I live?
How should I vote?
college?
Who will I marry?
What will I do for a living?
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“We can no longer succeed
– or even tread water – with an education system handed down to us from the industrial age . . . Education reform must, at its core, make schools into places where human creativity is cultivated and can flourish.
”
- Richard Florida, Flight of the Creative Class
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Imagination
Collaboration
Non-Linear
Problem Solving
Creativity
Innovation
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“To stimulate creativity, one must develop the childlike inclination for play and the childlike desire for recognition.”
~ Albert Einstein
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Sir Ken Robinson
• Here’s a brief video of Ken
Robinson, a writer about education, at the TED conference in 2005. The name of the talk is
“Do Schools Kill Creativity?”
• http://sirkenrobinson.com/skr/

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“[T]he Conceptual Age is dawning . . . The situation presents both promise and peril . . . There will be plenty of work not just for inventors, artists and entrepreneurs, but also for an array of imaginative, emotionally intelligent, rightbrain professionals . . .
This new age fairly glitters with opportunity, but it is as unkind to the slow of foot as it is to the rigid of mind.”
- Daniel Pink, A Whole New Mind: Why Right-Brainers Will Rule The Future