CONCEPT BASED EDUCATION Connectig Standards Alignment 基础教育连接标准比对的概念.ppt

3-D Curriculum Mapping Step 1: Analyze each standard:Which concept or skill would be most useful for understanding this standard? What topic info. is required? Step 2: Chunk the standards according to concept and skill: What is the concept load? What is the skill load? What topics, contexts, facts are required? 3-D Curriculum Mapping Step 3: Organize the required concepts according to the cognitive development of students CONCEPTS DIFFER COGNITIVELY IN THREE WAYS CHILD’S INTELLECT DEVELOPS IN THREE WAYS GENERAL / SPECIFIC / OBVIOUS SUBTLE SIMPLE COMPLEX CONCRETE ABSTRACT 3-D Curriculum Mapping ADMINISTRATIVE SUPERVISION ?? Each course has few concepts, skills, topics The concepts change rarely A onecourse curriculum summary is easily supervised. Assessments of concept transfer are objective WHERE DO THE CONCEPTS AND THEIR GENERALIZATIONS COME FROM? Concepts are presently woven throughout, unrecognized Bona fide transferable concepts are identified as ideas that are effective for higher order thinking Concepts are organized into taxonomies according to: GENERAL / OBVIOUS SPECIFIC / SUBTLE SIMPLE COMPLEX CONCRETE ABSTRACT Teachers are provided with conceptual structures to work from. Skill structures are readily available. CONCEPT MAP – LANGUAGE OF SCIENCE GENERALIZATIONS- Language of Science 1. The natural world is imagined as delineated into things and composed of substances which we think of as discrete entities and that we identify with names. What is it? 2. The entities that make up the natural world are described and differentiated in terms of their properties. The changes that occur throughout the natural world are described in terms of property changes: Wha