Learning Objectives
Participants will:
● have a clear understanding of the differences between
topics and concepts.
● be aware of helpful tools and resources that are
available to design and provide for concept-based
instruction.
● revise units/tasks that provide opportunities for
students to develop and demonstrate their deep
conceptual understanding in and across disciplines.
Pre-Assessment
As a table group, write your understanding
and/or definition to the following question.
What does conceptual learning look like?
Building Background Knowledge
Understanding the Why
Common Language Definitions
Building Background Knowledge
Erickson pages 7-8 and 10-11
Why is the conceptual transfer of knowledge a key
indicator of deeper understanding?
Do you lead your students through a twodimensional or three dimensional learning
experience?
Topic/Concept Sort
Table Group Activity
Each table has an envelope with words.
Determine whether it is a concept or topic.
Topic: a set of facts related to specific
people, places, situations, or things.
Concept: an idea that provides structure for
learning with examples that share common
attributes. It is:
timeless
universal/transferable
abstract
broad
Think Aloud Model
Modeling how to change a topical lesson
to a conceptual lesson
Model Lesson: Tornadoes
Grade: 4
Subject: Science
Objectives:
1. Research facts about tornadoes
2. Present information about tornadoes.
3. Show a demonstration of a tornado through
an activity, animation, etc.
NGSS Standard: 4-ESS3-2
Generate and compare multiple solutions to
reduce the impacts of natural earth processes on
humans.
Iowa Core Concepts/Skills
Earth and Space (Grades 3-5) understand and
apply knowledge of weather and weather
patterns.
Topic: a set of facts related to specific
people, places, situations, or things.
Concept: an idea that provides structure for
learning with examples that share common
attributes. It is:
timeless
universal/transferable
abstract
broad
Lesson: Big Idea/Concept
The interaction of
natural disasters and
humans.
Essential Understandings
(Generalizations)
1. A variety of natural disasters result from natural
processes.
1. Humans cannot eliminate the natural disaster but
can take steps to reduce their impacts.
1. Human communication and designing of man-made
structures is used to ensure the safety of society.
Performance Tasks/Skills
1. Students may choose one type of natural
disaster that best illustrates their point of view on
how society might be affected by this type of
disaster.
2. Students will identify solutions and determine
the cause and effect from natural disasters.
Performance Tasks/Skills
3. Students will create ideas/plans for improvements to
decrease the impact on society from natural disasters;
in doing so, this might change how disasters affect
society.
4. Students will conclude with comparing and
contrasting their ideas/plans to improvements to
decrease the impact on society to determine the best
solution.
Resources
Conley, D. T. (2013). Getting Ready for College, Careers,
and the Common Core What Every Educator Needs to Know..
Hoboken: Wiley.
Erickson, H. L. (1998). Concept-based curriculum and
instruction: teaching beyond the facts. Thousand Oaks, Calif.:
Corwin Press.
Erickson, H. L. (2007). Concept-based curriculum and
instruction for the thinking classroom. Thousand Oaks, Calif.:
Corwin Press.
Resources
Erickson, H. L. (2009). Facilitators' guide: stirring the head,
heart, and soul : redefining curriculum, instruction, and
concept-based learning (3rd ed.). Thousand Oaks, Calif.:
Corwin Press.
Lanning, L. A. (2013). Designing a concept-based
curriculum for English language arts meeting the common core
with intellectual integrity, K-12. Thousand Oaks, Calif: Corwin
Press, Inc..
McTighe, J., & Wiggins, G. P. (2004). Understanding by
design: professional development workbook. Alexandria, Va.:
Association for Supervision and Curriculum Development.
Resources
Wiggins, G. P., & McTighe, J. (2005). Understanding
by design (Expanded 2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum
Development.
Concept-Based Curriculum and Instruction Website
(NWAEA)