Using Concept Routines to Drive Inquiries | Inquiry Mindset. Exploring concepts through inquiry can be a tricky area of teaching and learning to navigate. But it doesn’t have to be as complex as most people think. Concept routines are effective tools to help make students’ thinking visible and gather the data you need to set-up future investigations. A meaningful inquiry can be well-planned and structured without stifling creativity or giving too much away. These concept routines will help you to assess your students’ level of understanding, while giving you the data you need to drive your inquiries forward. True or False. This routine requires the students to make judgements about one or more statements. Use these routines frequently, so they become an integral part of the learning process in your classroom. Module 3 | Curriculum design. This activity examines the nature of curriculum frameworks, the choices which are made in the process of their development and characteristics which they share.
In doing so it is important to appreciate that curriculum has many dimensions: The intended or specified curriculum has a focus on the aims and content of what is to be taught – that is, the curriculum which is planned and expressed through curriculum frameworks and other formal documents and which may have the authority of law. The implemented or enacted curriculum relates to what is actually put in place for students in schools which may represent local interpretations of what is required in formal curriculum documents.
Here curriculum and instruction are seen as being closely interrelated. Normally an intended curriculum framework and related syllabuses are designed and implemented, but then evolve and change as they are interpreted and implemented at different levels and in different contexts. Go to tasks >> Teaching Frameworks. From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change. To help focus on improving student outcomes through the Year 6 to Year 7 transition, schools can use an evidence-based, practical resource. See: the Framework for Improving Student Outcomes (FISO) Across the Improvement Model, there are strong links to transitions across three of the four state-wide priorities, Excellence in teaching and learning, Positive climate for learning and Community engagement in learning.
Using the FISO priorities and dimensions many secondary schools and school improvement teams are able to include transitions as one of their focused improvement initiatives to lift student outcomes in their school: The Improvement Cycle is a holistic approach that can be help develop and implement identified improvement initiatives. The Continua of Practice can support schools to: ContinuaForSchoolImprovement. The ‘so what’ of learning… Action is the ‘so what’ of learning… “PYP schools can and should meet the challenge of offering all learners the opportunity and the power to choose to act; to decide on their actions; and to reflect on these actions in order to make a difference in and to the world.” (Making the PYP Happen) At the start of our PYP journey, we used to think… Action was a separate ‘thing’.Action usually happened towards the end or after the unit.Action needed to be visible.Action was only about what students ‘did’.Action needed to go beyond the self in order to be valuable.Student initiated action was the most desirable kind.
Now we think… Do you consider these to be examples of action? The PYP review update suggests the following lenses through which to view the demonstration of action: social justice, advocacy, participation, lifestyle choices and entrepreneurship. What action will you be taking next? Like this: Like Loading... Curriculum area advice. Inquiry: What Trajectory Are YOU On? – HonorsGradU. This week, I had the privilege to volunteer at my old school as one of the trainers for professional development day. I was asked to focus one of the workshops on inquiry planning and concept-based instruction in science and social studies. But the more I prepared, the more I realized that when it comes to inquiry, it’s not so much WHAT we do, as much as HOW we APPROACH.
So instead of spending our hour discussing science/social studies-specific ideas, we started off with a personal inquiry inventory, adapted from a couple posts by Kath Murdoch. Next, participants used their inventory responses to determine which area of inquiry they wanted to investigate more. As participants researched, they were also on the hunt for a sentence-phrase-word that helped them determine the difference between the same science/social studies activity used in a traditional teacher-driven classroom vs. an inquiry, concept-driven classroom.
I used to think that students need to be taught. Questioning: Agency: Concept learning: Abstract concepts at play as little people think big. At most schools a reading of Charlotte's Web might end with a bunch of little spiders made from pipe cleaners and a few tears at the poignancy of the story itself. At Preshil independent school, the classic yarn is the stepping off point to an understanding of life cycles, problem solving and the concept of balance. In an early learning classroom, teacher Oriana Ramunno is a fly, buzzing around. Half a dozen small children take on the role of spiders (their little fingers crooked as fangs) and strings of web. Another teacher, Rebecca Lewis – the school's director of early learning – shifts from being a fly to being a bird-eating a spider. Towards the end, the children all get on the floor and roll themselves into balls, signifying egg sacs spun from the web, waiting for spring to come. Loaded: 0% Progress: 0% How small children learn about big concepts Science behind Melbourne's crazy spring weather Four schools to open in inner-city Elderly man accidently run over by wife Clayton South.
Segment 1: What is Concept-Based Learning? Learning about Sustainability Mapping document 20 Jan 2017. What’s the big idea? Breaking Traditional Moulds - Sam Sherratt. What is Concept-Based Learning? Concept based learning… ‘Hands up if you often forget the things you learn in class.’ ‘Hands up if you’re sometimes overwhelmed by information overload.’ Both times, all hands go up, including mine and Jocelyn’s. I’m in her Year 6 class to help them consider the big ideas in their learning and develop their understanding of concepts. This will assist them to organise information in future, explore significant ideas, promote higher order thinking and deepen inquiry. I show them the avocado model… They quickly get the idea that the big ideas we remember, long after we have forgotten the details, become the seeds from which new learning grows.
What is a ‘big idea’? In considering what such ‘big ideas’ might look like, we talk about the fight Ellie had with her brother this morning. Once they get the idea, they are quickly able to express the big ideas behind a range of topics they have explored in the past. Yesterday Joc had them look at their class learning community through the lenses of the PYP key concepts. Concept based learning. How to Teach a Concept Attainment Lesson.
Concept based Curriculum. Attachment EY Concept Driven Curriculum KHN 4 22 Mar 2018. 0910 v27n1p8 Deep Learning Donham 2. Sometimes we DO have to reinvent the wheel... — Kath Murdoch. My work takes me into all kinds of schools with all kinds of curriculum frameworks designed to support inquiry learning. Some frameworks allow teachers a great deal of latitude when it comes to selecting and planning contexts for inquiry and others provide pre-determined contexts for inquiry that may be repeated from year to year as part of a broad, more structured curriculum map. Some schools expect a high degree of accountability to system curriculum standards while others approach the links to curriculum more loosely. Whether a context for inquiry is fully emergent, negotiated or more tightly predetermined does not, in itself, make it more or less worthy.
It is, of course, what teachers and students do with these context that counts. And what teachers and students do is, in turn, connected to the quality of the conversations had around the planning table. For me, the most potent element of the planning process for inquiry is the conversation about conceptual understanding. Structure. Structure. The Australian Curriculum: History is organised into two interrelated strands: historical knowledge and understanding and historical inquiry and skills.
This strand includes personal, family, local, state or territory, national, regional and world history. The strand includes a study of societies, events, movements and developments that have shaped world history from the time of the earliest human communities to the present day. The Australian Curriculum: History identifies the concepts of evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability as integral to the development of historical understanding. These concepts are the key ideas involved in teaching students to think historically in the Australian Curriculum: History and are developed in the following ways: Evidence Evidence is what can be learnt from a historical source to help construct a historical narrative, to support a hypothesis or to prove or disprove a conclusion.
Empathy. Key ideas. Key ideas In the Australian Curriculum: Science, there are six key ideas that represent key aspects of a scientific view of the world and bridge knowledge and understanding across the disciplines of science, as shown Figure 1 below. These are embedded within each year level description and guide the teaching/learning emphasis for the relevant year level. Figure 1: Key ideas of the science curriculum These key ideas are designed to support the coherence and developmental sequence of science knowledge within and across year levels. The six key ideas that frame the Australian Curriculum: Science are: An important aspect of science is recognising patterns in the world around us, and ordering and organising phenomena at different scales. As students progress through the primary years, they become more proficient in identifying and describing the relationships that underpin patterns, including cause and effect.
Structure. Structure The Australian Curriculum: Geography is organised in two related strands: geographical knowledge and understanding, and geographical inquiry and skills. Geographical knowledge refers to the facts, generalisations, principles, theories and models developed in Geography. This knowledge is dynamic and its interpretation can be contested, with opinions and conclusions supported by evidence and logical argument. Geographical understanding is the ability to see the relationships between aspects of knowledge and construct explanatory frameworks to illustrate these relationships.
It is also the ability to apply this knowledge to new situations or to solve new problems. The Australian Curriculum: Geography identifies the concepts of place, space, environment, interconnection, sustainability, scale and change, as integral to the development of geographical understanding. Place The concept of place is about the significance of places and what they are like: Space Environment Interconnection. Structure. Structure. The Australian Curriculum: Economics and Business is organised in two related strands: economics and business knowledge and understanding, and economics and business inquiry and skills.
In both these strands, the study of economics and business issues, events and business case studies form an integral component of the curriculum. A focus on contemporary issues, events and business case studies stimulates student interest and curiosity. The content is intended to be taught through a relevant context, which will help students make the connections between what they are learning in class and events or issues that are happening in their local area, Australia and the world. Both strands also focus on developing enterprising behaviours and capabilities. Through the study of economics and business, students will develop their understanding of the importance and role of enterprising behaviours and capabilities at an individual and business level.