CONCEPT-BASED-EDUCATION-Connecting-Standards-Alignment-基础教育连接标准比对的概念教学课件

Asetofinter-relatedprogramsguidedbyacommonframeworkforcurriculum,instruction,assessmentandlearningthatarepursuedoverasustainedperiod.Leadstoimprovedstudentachievementvs.uncoordinatedeffortseachlimitedinscopeanddurationNewman,F.M.,Smith,B.,Allensworth,E.Bryk,A.S.(2019)InstructionalProgramCoherence:Whatitisandwhyitshouldguideschoolimprovementpolicy.EducationalEvaluationandPolicyAnalysis,23(4),297-321.FredNewmanetal:INSTRUCTIONALPROGRAMCOHERENCE3-D

PD

ConnectingStandardsAlignmentandCurriculumCoordination

withHighStudentAchievement

Through

CognitiveScienceSOCIETYNOWDEMANDS:HIGHACADEMICACHIEVEMENTSCIENTIFICLITERACYFORALLSTUDENTS:21STCenturySkillsNolonger:NarrowcareerorvocationalpreparationWeedingoutstudentsandfocusingoneliteSCIENTIFICLITERACYFORTHE21STCENTURY:Allstudentswill:a.Knowtheimportantinformationandskillsb.ReadilyaccessandcomprehendnewinformationandskillsSCIENTIFICLITERACYFORTHE21STCENTURY:Allstudentswill:a.UnderstandthebasicconceptsofscienceAsevidencedby…b.Problemsolving,criticalthinking,&considereddecisionmakingthatisflexibleandtransferable

SCIENTIFICLITERACYFORTHE21STCENTURY:Allstudentswill:Directtheirownchoicesandusesofinformation,skills,andconceptswhenaddressingaquestion

Todesignamodelforteachingandlearninghigher-orderthinking,usewhatCognitiveSciencehaslearnedoverthepast15+yearsabouttheintellectandacademicthinking

3-DPD:FocusedonHigher-OrderThinking(H.O.T.)-FocusedonClassroomPracticeTHEESSENTIALQUESTIONBEINGASKEDOFEDUCATORS:“Whyareourkidsnotlearningattheratethattheyshouldbedespitedecadesofreformsandbudgetincreases?“

TIMEmagazine,April19,2019p.42,“IsCashtheAnswer?”INSTRUCTIONASSESSMENTCURRICULUMWhatallstudentsshouldknow,understandandbeabletodo.HowstudentsaregoingtolearnthecurriculumTowhatdegreedidstudentslearnwhatwewantedthemtoknow,understandandbeabletodo?THETHREEPARTSOFCLASSROOMPRACTICE50+YEARSOFDEVELOPMENTANDINNOVATIONINEDUCATIONCooperativelearningOpen-endedassessmentProject-basedlearningComputer-aidedinstructionAuthenticassessmentStatecurriculumstandardsLearningobjectivesInquiry-basedlearningPeerassessmentRubricdesignProblem-basedlearning…etc.,etc.,etc.,etc.,etc.,Sowherearetheeffectsonstudentlearning???CooperativelearningProject-basedlearningComputer-aidedinstructionInquiry-basedlearningHands-OnexperimentationDifferentiatedInstructionProblem-basedlearning…etc.,etc.,etc.,

AuthenticassessmentOpen-endedassessmentPeerassessmentRubricdesignFormativeassessmentSummativeassessment…etc.,etc.,etc.PerformanceobjectivesStatecurriculumstandardsAPATTERN:

Curriculum??Littlebutbehaviorismfor100yearsInstruction:LOTS!Assessment:LOTS!THESISTHEIMPROVEMENTSINASSESSMENTANDINSTRUCTIONARESTYMIEDBYALACKOFPROGRESSONCURRICULUMTHEZERO-SUMPENDULUMSWINGINCURRICULUMPROCESS:DOProceduralKnowledgeDiscoveryExplorationHands-OnCONTENT:KNOWEssentialBasicsCulturalLiteracyDeclarativeKnowledgeTextHIGHACADEMICACHIEVEMENTmeansstudents…KNOWtheessential informationUNDERSTANDthebasic conceptsCANDOtheessentialskillsdemonstratedbyPROBLEMSOLVINGANDCRITICALTHINKINGTheHolyGrailofHighStudentAchievement:PROBLEMSOLVINGANDCRITICALTHINKINGTheHigherThinkingProcesses:Application,analysis,synthesis,judgment=KNOWLEDGETRANSFERAnoperationaldefinitionGorgosaurusWhatdostudentslearnwhentheystudydinosaurs?Coulduse“ANCIENTEGYPT”asanexamplefortheSocialStudies.AtK-12workshopwith200teachersmanyteachersrespondedwithhavinghadtaughtsuchaunitatsometimeintheircareer.

WHATSTAYSBEHIND?=specificcontexts,exemplars, informationGorgosaurusFernsandswampsBig,bad,ugly,extinct=topic,context,factsWHATMOVES?Form-and-functionInterdependenceEvolutionThesearetransferableconceptsdefinable(generalizations,maps,text)UniversaltimelessHOWDOESITTRAVEL?HIGHERORDERPROCESSESApplicationAnalysisSynthesisEvaluationCreativityLOWERORDERPROCESSESIdentificationComprehensionupto…Compareandcontrast=staticknowledgeEachisadifferentMethodofcombiningtransferableconceptstospecifictopicsCanyoucreateaninsightfulquestionrelatingthefollowingtopicstoeachconcept?Topic

LightbulbTreeAspirinSkateboard

ConceptEnergyTransformationInterdependenceMotionandForcesFormandFunctionOnascaleof1-5howinsightfulwouldyourquestionsbeforeachconcept?Howdeepcanyougowithit?Whattransfersfrompriorknowledge?What“staysbehind”?Whatisthenewcontext?Howdoesitmove?KNOWLEDGETRANSFERTRANSFERABLECONCEPTS(“understand”)TOPIC/CONTEXTINFORMATION(“know”)SKILLSANDPROCESSES(“do”)Whenconfrontedwithanovelproblemorquestion:THE3-DPARADIGMOFCURRICULUM

CONCEPT

PROCESSESANDSKILLSINCLUSIVEOFCONVENTIONALPARADIGMSPECIFICALLYDESIGNEDTOGENERATEKNOWLEDGETRANSFERTHEPATTERNOFLIFE-LONGLEARNINGANDFLEXIBILITYTOPICINFORMATIONTHECONVENTIONALPARADIGMOFCURRICULUMPROCESSCONTENTOCCASIONALLYGENERATESKNOWLEDGETRANSFERCOMPREHENSIONISTHEEFFECTIVECEILING3-DPD:I.THEREARETHREE

TYPESOFLEARNINGOUTCOMES:topic/contextinformation“KNOW”b)transferableconcepts“UNDERSTAND”c)skillsandprocesses“DO”II.THEHIGHERTHINKINGPROCESSESCANALLBEOBJECTIVELYDEFINED(ANDTHEREFOREASSESSED)ASDIFFERENTMETHODSOFCOMBININGTRANSFERABLECONCEPTSWITHSPECIFICTOPICANDCONTEXTUALINFORMATION.THESISRESOLUTION:BREAKINGTHELOG-JAMTheimprovementsinstudentlearninggeneratedbya3-Dmodelofcurriculumwillbecompoundedbytheanticipatedimprovementsinlearningflowingfromtheinnovationsinassessmentandinstructionthatwerepreviouslythwarted.Sputniklaunched.Soviettechnologyseenasathreat

WWII–BFSkinnerBehaviorismandarmytraining–Psychoanalysts(Freud)arerunout19391958TheNationalDefenseEducationAct-NSFchargedwithscienceandmatheducation1991Novakpublishes12yearlongitudinalstudy(Ithaca,NY)withresultsthatstronglysupportcognitive-basedlearningNat’lResourceCouncilReport:HowPeopleLearnsupportsthecognitiveapproach1992NSFconferenceinColoradoSprings-Schismbetweencognitivetheoristsandbehaviorists–Resultsinbackingofbehaviorism=Inquiry19621957BehaviorismversusCognitioninAmericanEducationBehaviorismdeniesexistenceofmind–onlythebrainexistsCognitionminimizestheimportanceofbehavior–themindcontrolsbehaviorBloom’staxonomypublished1955ImplementationConcernsAccountabilityforcurriculumstandardsOriginoftransferableconceptsMeshingwithcurrentpracticeandinitiativesCompelling,Practical,User-friendlyforteacherEducationalconcern:ACCOUNTABILITYFORSTANDARDSAnyandallcurriculumstandardscanbeanalyzedandthencategorizedfortheirfocusonconcept,information,orprocess/skill.Curriculumisalignedwithmandatedstandardsaswellaswithcognitivescienceandlearningtheory.

Assessmentofstudents’concepttransfer,informationcommand,andskill/processabilitiesisobjective.STANDARDSSPLINTERANDSPIRALCHUNKANDCONNECTTWOOPTIONSFORCURRICULUMMAPPINGSTANDARDSTANDARD,STANDARD

ObjectiveSTANDARDObjectiveObjectiveCONCEPT,TOPIC,SKILL3-DCurriculumMappingStep1:Analyzeeachstandard:

Whichconceptorskillwouldbemostusefulforunderstandingthisstandard?Whattopicinfo.isrequired?Step2:Chunkthestandardsaccordingtoconceptandskill:

Whatistheconceptload?Whatistheskillload?Whattopics,contexts,factsarerequired?3-DCurriculumMappingStep3:Organizetherequiredconceptsaccordingtothecognitivedevelopment

ofstudentsCONCEPTSDIFFERCOGNITIVELYINTHREEWAYSCHILD’SINTELLECTDEVELOPSINTHREEWAYSGENERAL/SPECIFIC/OBVIOUSSUBTLESIMPLECOMPLEXCONCRETEABSTRACT3-DCurriculumMappingADMINISTRATIVESUPERVISION??Eachcoursehasfewconcepts,skills,topicsTheconceptschangerarelyAonecoursecurriculumsummaryiseasilysupervised.AssessmentsofconcepttransferareobjectiveWHEREDOTHECONCEPTSANDTHEIRGENERALIZATIONSCOMEFROM?Conceptsarepresentlywoventhroughout,unrecognizedBonafidetransferableconceptsareidentifiedasideasthatareeffectiveforhigherorderthinkingConceptsareorganizedintotaxonomiesaccordingto:GENERAL/OBVIOUSSPECIFIC/SUBTLESIMPLECOMPLEXCONCRETEABSTRACTTeachersareprovidedwithconceptualstructurestoworkfrom.Skillstructuresarereadilyavailable.CONCEPTMAP–LANGUAGEOFSCIENCEGENERALIZATIONS-LanguageofScience1.Thenaturalworldisimaginedasdelineatedintothingsandcomposedofsubstanceswhichwethinkofasdiscreteentitiesandthatweidentifywithnames.Whatisit?2.Theentitiesthatmakeupthenaturalworldaredescribedanddifferentiatedintermsoftheirproperties.Thechangesthatoccurthroughoutthenaturalworldaredescribedintermsofpropertychanges:Whathappened?Educationalconcern:MESHINGWITHCURRENTPRACTICESANDINITIATIVESe.g.DifferentiatedInstruction Essentialquestions UbDisstreamlined Anytypeofdocumentationcanbemodified

CURRICULUMNOWBECOMESPARTOFDIFFERENTIATEDLEARNINGThetransferableconceptiscommontoallstudents.Thetopicaccommodatesstudentinterestsandbackgrounds.Avarietytopicswithinaclassroomisidealforpracticingtransferoftheconcept.Theskillsaccommodatestudentstrengthsorareafocusforimprovement.Thedepthofconceptualunderstandingaccommodatestostudentsbyassigningmore,less,ordifferentgeneralizationsforthesameconcepttofocustheirlearning.CREATINGPOTENTESSENTIALQUESTIONSTransferableconceptorskille.g.GovernanceMotifCompositionRateSymmetryMetaphorTopicorcontexte.g.TheCrusadesStarsSpeeding

Tool(s)MountRushmore+

WHATISAPRACTICALWAYTOTEACHTODIFFERENCES?LEARNINGNEEDSLEARNINGACTIVITIESstudentskilllevelsstudentinterestsstudentbackgroundsteacherstrengthsschoolresourcesparent/communityfocusconcepttopic(information)context(geographical,seasonal,etc.)activityformat(discussion,hands-on,debate,etc.)groupingsizetimeduration?MATCHINGDIFFERENCES DIFFERENCESThisisanINFORMATIONTECHNOLOGYproblemfortheteacherSolution:Networkeddatabaseoflea