For the Thinking Classroom
Let’s Think About…
 Two-dimensional vs. Three-dimensional
Curriculum & Instruction
 The Structure of Knowledge
 The Power of a Conceptual Lens
 Unit Webs and Concepts
 Performances vs. Activities
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Our Changing World
3
Living, Learning and Working
Critical, Creative, and Conceptual
Thinking
4
Living, Learning and Working
Critical, Creative, and Conceptual
Thinking
5
Two Dimensional Curriculum Model-
Topic-based
Processes & Skills
Factual
Content
Concepts
&
Principles
Three Dimensional Curriculum Model-
Concept-based
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Types of Knowledge
 Factual
 Conceptual
 Procedural
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Think of—
KNOW = Factual Knowledge which is locked
in time, place or situation
UNDERSTAND = Conceptual Understanding
which transfers through time, across
cultures, and across situations
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The Structure
of Knowledge
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The Structure of Knowledge
Cultures use available resources to
meet their basic needs.
The beliefs, values and heritage of a
people help shape their cultural identity.
Beliefs/values
Identity
Needs
Resources
Culture
Mexican-American Culture
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F F F F F
A A A A A
C C C C C
T T T T T
S S S S S
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The Structure of Knowledge
People migrate to meet a variety
of needs.
Migration may lead to new
opportunities or greater
freedom.
• Migration • Opportunity
• Needs
• Freedom
Westward Movement
Early American
settlers migrated
west.
Early American
settlers looked
for new
opportunities.
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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.
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The Structure of Knowledge
An organism’s behavior patterns exhibit
an evolutionary logic.
Environmental factors influence an
organism’s biology and behavior patterns.
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F F F F F
A A A A A
C C C C C
T T T T T
S S S S S
biology; evolution; mutation; environment;
behavior patterns; adaptation;
Texas Wildlife Preserves:
Organisms and Adaptations
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The Structure of Knowledge
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.
slope derivative line graph
Measurement of distance and speed
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F F F F F
A A A A A
C C C C C
T T T T T
S S S S S
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Concept
A concept is an organizing idea;
a mental construct...
•
•
•
•
•
Timeless
Universal
Abstract
Represented by 1 or 2 words
Examples share common
attributes
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Examples of Subject Area Concepts
-Science










Order
Organism
Population
System
Change
Evolution
Cycle
Interaction
Energy/Matter
Equilibrium
- Social Studies










Conflict/Cooperation
Patterns
Populations
System
Change/Continuity
Culture
Evolution
Civilization
Migration/Immigration
Interdependence
-Literary Concepts -Writers’ Craft










Prejudice
Perspective
Conflict
Cooperation
Power
Relationships
Envy
Emotions
Oppression
Influence

Organization
 Word Choice
 Context
 Conventions
 Fluency
 Voice
 Presentation
 Symbolism
 Allegory
 Metaphor
 Protagonist
 Antagonist
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Level 1 Verbs
• affects
• impacts
• influence
• is, are, have
The student understands that_________________
__________________________________________
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The Structure of Knowledge
The student understands
that...__________________________________
___________________.
2
1
Hurricane Katrina
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
3
F F F F F
A A A A A
C C C C C
T T T T T
S S S S S
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Sample Concepts
Science
Culture
Natural disasters
Ecosystems
Habitats
Bio-hazards
Water quality
Erosion
Plant life
Animal life
Disaster responses
Conflict
Interdependence
Social systems
Endurance
Economic impact
Social impact
Psychological impact
Feelings of loss
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The Structure of Knowledge
The student understands
that..._________________________________
____________________.
2
1
U.S. Trade and Competition
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
3
F F F F F
A A A A A
C C C C C
T T T T T
S S S S S
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Examples of Subject Area Concepts
- Economics
– Social Studies










Conflict/Cooperation
Patterns
Populations
System
Change/Continuity
Culture
Evolution
Civilization
Migration/Immigration
Interdependence












Markets
Supply and Demand
Cost
Interdependence
Beliefs/Values
Goods/Services
Conflict
Cooperation
Perceptions
Patterns
Power
Systems
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The Structure of Knowledge
The student understands
that...__________________________________
___________________.
Family and Community:
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
3
2
1
________
F F F F F
A A A A A
C C C C C
T T T T T
S S S S S
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When we teach to the levels
of concepts and
generalizations we are
teaching for deep
understanding and the
transfer of knowledge.
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Scaffolding Thinking
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Scaffolding Thinking to Complex Levels
Social Studies
Level 3
– Traditions help to unify a people.
• So what—is the significance or effect…?
Level 2
– Celebrations express traditions of a culture.
– Why do cultures have celebrations?
Level 1
– All cultures have celebrations.
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Scaffolding Thinking to Complex Levels
Science
Level 3
– Animals that could not meet their needs in an
environment would not survive.
• So what if animals could not meet their needs
in an environment?
Level 2
– Animals meet their unique needs in different
environments.
• Why do animals live in different
environments?
Level 1
– Animals live in different environments.
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Scaffolding Thinking to Complex Levels
Level 3
Nations with a strong economic infrastructure wield
greater political power in international relations.
So what is the effect or significance of a strong economic
infrastructure for a society?
Level 2
Advances in technology lead to the development of new
products and materials which can strengthen the economic
infrastructure of a society.
How (or Why) do advances in technology impact a society?
Level 1
Advances in technology impact a society.
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Scaffolding Understandings—
Gothic Literature: Edgar Allan Poe
Thematic “Big Ideas” (Enduring Understandings)
Level 1
Guilt affects
perception.
Level 2
Guilt narrows and
intensifies focus
and shapes So what?
perception.
Level 3
Perception can cause
people to make
poor choices and
decisions.
The Writer’s Craft
Level 1
Level 2
Consonance,assonance Consonance, assonance
and alliteration enhance and alliteration create a
flow to the language
reading pleasure.
through sound, rhyme,
by Del Whitmire
cadence and repetition.
& Amy Pritzl
How?
Green Bay, WI.
So what?
Level 3
The use of literary
devices creates
moods and emphasizes words, connecting them to the
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ideas they express.
How?
Scaffolding Thinking
Level 1:_________________________________________________
________________________________________________________
Why or How?
Level 2: ________________________________________________
________________________________________________________
So What—is the significance or effect?
Level 3:________________________________________________
________________________________________________________
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Uses critical content (topics and facts)
as a tool to help students understand
concepts and generalizations that
transfer through time and across
cultures.
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Conceptual Lens?
The American Media
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Conceptual lens:
Persuasive Force
The American Media
38
Conceptual Lens:_________________
Topic:_______________
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Sample Conceptual Lenses
Conflict
Complexity
Beliefs/Values
Paradox
Interdependence
Interactions
Freedom
Transformations
Identity
Patterns
Relationships
Origins
Change
Revolution
Perspective
Reform
Power
Influence
System
Balance
Structure/Function
Innovation
Design
Genius
Aesthetic
Heroes
Force
Creativity
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To develop the intellect and increase motivation for
learning, curriculum and instruction must create a
“synergy” between the lower (factual) and higher
(conceptual) levels of thinking.
Cartoons by David Ford
davidford@cablespeed.com
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42
© 2005 David Ford Cartoons
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© 2005 David Ford Cartoons
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It is the conceptual mind that…
 creates connections to prior experience and
finds relevance;
 synergistically works with factual level knowledge
to develop the intellect;
 creates deeper understanding at the factual and
conceptual levels;
 recognizes the transferablity of knowledge.
 creates the motivation for learning
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The Integration of Thinking
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Curriculum
Stew
A Crisis is Simmering
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Integration refers to the
cognitive process of seeing
patterns and connections at
the conceptual level
of thinking.
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Coordinated, Multidisciplinary
Topic Organizer:
A Little Art
A Little Math
Use of
Language
Processes
The
Human Body
The “Potpourri Unit”
of facts & activities
A Little Science
A Little Literature
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INTEGRATED, INTERDISCIPLINARY CURRICULUM…
looks at a topically-based theme,
problem, or issue through an
integrating, “conceptual lens”
such as Interdependence or System.
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Integrated, Interdisciplinary
Conceptual Lens: System
Health
Wellness
Nutrition
Eating Disorders
Weight Management
Substance Abuse
Diseases
Science
Circulatory System
Respiratory System
Digestive System, etc.
Function & structure
Interdependence
The
Human Body
Math
Literature
The Human Body
(Science concepts)
The Scarlet Ibis (J. Hurst)
(limits of the human body)
To the Top: Annapurna (Blum)
(endurance, respiratory system)
Physical Education
Body Control
Movement
Coordination
Musculatory System
Fitness
Endurance
Calculations: heart rate, body mass,
Statistics
Measurements: height, weight
Ratios
Charts; graphs
Art
Draw a body:
symmetry, line, shape
Human forms - art
realism, abstract,
cubist
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The goal of integration...
... is to facilitate integrated, higher level thinking.
The conceptual lens
pulls thinking to the
integration level.
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Industrialization and Paradox
History
• Native Americans
Economics
The
Development
Culture
- attitudes and policies
• Industrialization, the
of the Industrial
• Growth of cities
toward Native
advent of the modern
United States
- response of urban
Americans
corporation, and
1870-1900
leaders, such as
by government
material well-being
architects and
officials, the U.S.
- ideas of business leaders
philanthropists
Army, missionaries,
to limit competition and
to the challenges
and settlers
maximize profits
of rapid
- Dawes Severalty Act
• Farming, mining, and Geography
urbanization
of 1877
ranching
• Industrialization and
• Immigration after 1870
- commercial farming in the environment
- changing patterns:
the Northeast, South, - impact of rapid
population, ethnicity,
Great Plains, and West industrialization, Government
religion, language,
. Differences in terms of extractive mining • Growth of cities and
place of origin, and
crop production, farm techniques, and the changes in urban life
motives
labor, financing, and “gridiron” pattern of- increasing power of
- response of Catholic
urban political
transportation
urban
growth
on
the
and Jewish immigrants
machines and how
environment
to religious
they were viewed by
discrimination
immigrants and
• New cultural movements
middle class reformers
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Integrated, Intradisciplinary
Bond Energy
• potential energy
• bond strength
• exothermic and
endothermic bonds
System/Interaction
Modern Materials
• liquid crystals
• polymers
• ceramics
Compounds & Properties
• amorphous solid
• crystalline solid
- moelcular, ionic, atomic
• liquids
- molecules with strong
intermolecular forces
• gases
- molecules with weak
(Conceptual Lens)
Unit Theme
Chemical
Bonding
Electronegativity
• periodic table trend
• ionic/covalent continuum
Bond Types
• covalent, ionic, metallic
• polar covalent
• orbital hybridization
• sigma and pi bonds
Molecular Shape
Intermolecular Forces
• VSEPR Theory
• London dispersion
• Valence-bond theory
• dipole-dipole
• polarity
• hydrogen bonding
intermolecular forces
Figure 5.11. Chemistry Unit
Source: Jean Lummis, Washington Township High School
Washington Township School District, Sewell, New Jersey; used with
permission
Atomic Structures
• valence electrons
• formation of ions
• electronegativity
(Concepts italicized)
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GENERALIZATION=
Enduring Understanding
Two or more concepts in a
relationship...
Concept
Concept
• CONCEPTUAL IDEAS THAT TRANSFER
• DEVELOP “DEEP UNDERSTANDING’
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UNIVERSAL GENERALIZATIONS
•
•
•
•
Broad and Abstract
Universal in Application
Generally Timeless
Represented by different
examples that support the
generalization
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GENERALIZATIONS
PAST
PAST PERFECT
PRESENT PERFECT
TENSE VERBS
PROPER OR
PERSONAL
NOUNS
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Sample Generalizations
Science
• Properties distinguish living and non-living
things.
• Genetic and environmental influences lead
to diversity of populations.
• Cells store energy in a variety of forms.
• Environmental factors influence an
organism’s biology and behavior patterns.
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Mathematics Generalizations
Examples
Pre algebra:
• Ordered pairs name a unique point of a grid.
• Geometric figures encompass a measurable amount of space.
Algebra:
• Absolute value measures the distance from zero.
• Rational numbers are a subset of the real number system.
• Solving linear equations and inequalities involves the reversal
of operations influencing the variable.
Geometry:
• Geometric figures can be replicated or distorted through
transformations.
Algebra 3/4
• A root is the inverse of a power.
• Triangular and circular representations define trigonometric
functions.
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Types of Guiding Questions
Provocative/Debatable – (or “essential questions”)
“Can a nation have too much wealth?”
“Should a more powerful nation dominate weaker
nations?”
“Is war ever justifiable?”
Conceptual –
“Why do nations desire to explore new lands?”
Factual - “In what ways did the early American
explorers disrupt Native American cultures?”
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Student Performances:
 Reflect the most important Understand (Generalizations),
Know (Factual Knowledge), and able to Do (Skills) of the unit
 Student Performances are the assessment evidence of mastery.
 Student Performances are not simple “activities.”
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Working on Performance Statements
Key Understanding (Generalization):
Watershed events mark turning points in history.
TEKS:
“Analyze Lincoln’s ideas about liberty, equality,
union, and government as contained in his first and
second inaugural address and the Gettysburg
Address.”
Student Performance or Activity?
Recite from memory key passages from the
Gettysburg Address.
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Working on Performance Statements
Key Understanding (Generalization):
Watershed events mark turning points in history.
TEKS:
“Analyze Lincoln’s ideas about liberty, equality,
union, and government as contained in his first and
second inaugural address and the Gettysburg
Address.”
Student Performance or Activity?
Recite from memory key passages from the
Gettysburg
Address. Tell why Lincoln’s Gettysburg Address is
considered a “watershed event” in American History
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Working on Performance Statements
Key Understanding (Generalization):
Political documents can set forth social ideals such as justice,
equality, or freedom, but the path to ideals is impeded by
conflicting notions.
TEKS
“Identify the influence of ideas from historic documents
including the Magna Carta, the English Bill of Rights, the
Mayflower Compact, the Declaration of Independence, the
Federalist Papers, and selected anit-federalist writing on the
U.S. system of government.”
Student Performance or Activity?
Create an outline highlighting social ideas such as justice,
equality, or freedom for the Magna Carta, the English Bill of
Rights, the Mayflower Compact, the Declaration of
Independence, the Federalist Papers, and selected AntiFederalist writing on the U.S. Constitution. Select one of
these social ideas and describe how conflicting notions have
impeded the progress to these ideals. [cite specific examples
from history or current events to support your position.]
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Working on Performance Statements
Key Understanding (Generalization):
As a society becomes more complex, the role of government
increases in the daily life of its citizens.
TEKS
“Explain the impact of significant international events such as
WWI and WWII on changes in the role of government.”
“Predict the effects of selected contemporary legislation on the
roles of government.”
Student Performance or Activity?
Create a 3-column chart. In the first column list significant
international events such as WWI, WWII and Global Terrorism. In
the second column show some of the resulting U.S. legislation, or
governmental policies, enacted in response to these events. In the
third column detail the impact of the legislation on the daily life of
citizens. In a paragraph below the chart, answer this question:
“How does the increasing complexity (social, economic, political)
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of a society lead to the expansion of government?”
Science: Working with Student Performances
Key Understanding (Generalization):
Organisms maintain a constant internal environment
called homeostasis in order to ensure survival.
TEKS
“Describe how organisms maintain stable internal
conditions while living in changing external environments.”
Student Performance or Activity?
Create a symbol or design to represent the idea
of “homeostasis.”
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Science: Working with Student Performances
Key Understanding (Generalization):
Organisms maintain a constant internal environment called
homeostasis in order to ensure survival.
TEKS
“Describe how organisms maintain stable internal conditions
while living in changing external environments.”
Student Performance:
Create a symbol or design to represent the idea of
“homeostasis.”
Write a summary paragraph under your symbol or design telling
how it represents the idea of homeostasis; then tell why
homeostasis is important for organisms that live in changing
external environments.
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Mathematics-Grade 8
• Key Understanding (Generalization):
The arc of an angle, measured in degrees, indicates whether
the angle is acute, obtuse, or right.
• TEKS
Use angle measurements to classify angles as acute, obtuse,
or right.
• Student Performance or Activity?
Classify each of the following angles as 1) acute,
2) obtuse, or 3) right:
____ 90 degrees ____180 degrees ____ 120 degrees
____ 30 degrees ____ 60 degrees ____ 45 degrees
Write an answer to this question: What is the relationship
between the arc of an angle and its classification?
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English/Language Arts
High School
• Key Understanding (Generalization):
Authors use connotative language to create strong images,
or to move the reader to figurative rather than literal
interpretations.
• TEKS
Discriminate between connotative and denotative meanings
and interpret the connotative power of words.
• Student Performance or Activity?
In this excerpt from Shakespeare’s “Taming of the Shrew,”
highlight denotative language in blue, and connotative
language in red.”
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English/Language Arts
High School
• Key Understanding (Generalization):
Authors use connotative language to create strong images,
or to move the reader to figurative rather than literal
interpretations.
• TEKS
Discriminate between connotative and denotative meanings
and interpret the connotative power of words.
• Student Performance or Activity?
In this excerpt from Shakespeare’s “Taming of the Shrew,”
highlight denotative language in blue, and connotative
language in red.”
What do we have to add to turn this into a Performance?
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Working on Performance Statements
Key Understanding (Generalization):
“People celebrate national holidays to recognize the
contributions of famous people and special events.”
“People may use symbols to recognize certain holidays.”
TEKS:
Recognize the importance of national holidays.
Identify symbols that are associated with certain holidays.
Student Performance or Activity?
Choose two of the following holidays and tell why people
celebrate that day.
Martin Luther King Day
July 4th
Veterans’ Day
Cinco de Mayo…
Match each symbol to its related holiday:
United States Flag Peace or Freedom Symbol…
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Mathematics
• Key Understanding (Generalization):
Standard units of measure allow accurate, numerical
comparisons of objects.
Non-standard units of measure provide a general comparison
of objects.
• TEKS:
Measure objects using standard units of measure.
Measure objects using non-standard, everyday items.
• Student Performance or Activity?
Use a 12 inch ruler to compare the length of a book, your foot,
and the side of your desk.
Record your results on the chart.
Choose a non-standard item (pencil, your hand, an opened
paper clip…) and measure the same objects.
Record your results.
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Mathematics
•
Key Understanding (Generalization):
Standard units of measure allow accurate, numerical comparisons of objects.
Non-standard units of measure provide a general comparison of objects.
•
TEKS:
Measure objects using standard units of measure.
Measure objects using non-standard, everyday items.
•
Student Performance or Activity?
Use a 12 inch ruler to compare the length of a book, your foot,
and the side of your desk.
Record your results on the chart.
Choose a non-standard item (pencil, your hand, an opened
paper clip…) and measure the same objects.
Record your results.
In two paragraphs compare the lengths of the book, your foot, and the side of your
desk as accurately as possible for both your standards ruler measurements, and
your non-standard item measurements. Answer the question:
“Why do home builders use standard units of measure?”
Differentiation: Have advanced students compare their measurements (standard
and non-standard) with another student, chart their differences, and determine
how they could “standardize” their non-standards measurements. (hint: use a ruler74
to measure the exact length of a non-standard item)
_______________:Working with Student Performances
Subject/Grade Level
• Key Understanding (Generalization):
• TEK:
• Student Performance [expectation(s)]:
Lesson Plan:
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