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Post by Maurita Aubrey on Jan 7, 2011 0:33:19 GMT -5
In order to start moving towards concept-based teaching and learning, what are some things that we need to start exploring? Other than time, what are some of the possible barriers that might be encountered?
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Post by Sioux Central DLT on Feb 9, 2011 17:40:27 GMT -5
Creating a flexible schedule that allows teachers to research, collaborate, learn, develop conceptual based lessons. We have to follow Chapter 12 and other laws that hinder the way we teach. Conceptual teaching may not be measured by standardized tests. Our community may be resistant to this new way of teaching and learning.
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Post by Eagle Grove on Feb 10, 2011 11:52:36 GMT -5
Our teaching staff needs to be educated in the difference between concept and topic unit creation. Professional development and the time to implement is crucial. Also, as we purchase teaching materials, we must look carefully for those that support concept based instruction.
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Post by sbinder on Feb 10, 2011 13:42:34 GMT -5
This goes right along with student-centered classrooms (START- Iowa CORE) and Project Based Learning, our focus this year. We decided to focus on Project Based Learning because it is student centered, it allows for teaching for understanding and teaching for learner differences. It also allows teachers to create flexible groups based on interest, learning preferences, and readiness (the key features of flexible groups and differentiated instruction). This PD 360 series was one of the center choices during our January PG&D day. It will also be a center option during the February PG&D day.
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Post by Newell Fonda on Feb 14, 2011 14:14:09 GMT -5
We think some of the barriers to concept-based teaching and learning are still the ITBS/ITED's, ACT/SAT tests, and college expectations. We also believe that traditional thinking and teaching practices continue to hinder this concept-based approach. In order for this approach to work, we need to find a way to move beyond lower level thinking (remembering and understanding) on the Bloom's scale and use concepts to encourage creativity and exploration beyond basic facts.
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Post by northsentralkoss on Feb 22, 2011 10:12:35 GMT -5
We need to provide quality professional development so that teachers have a clear understanding so that concept-based teaching and learning can truely be embedded into the curriculum.
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Post by jeffersonscranton2 on Feb 28, 2011 17:23:57 GMT -5
Providing professional develoment to implement concept based teaching. Making decisions about what curriculum will be dropped in order to develop deeper understandings. Department of Education and legislative rules and regulations.
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Post by mansonnorthwestweb on Mar 8, 2011 14:59:15 GMT -5
We need: Flexible anywhere/anytime learning; Re-define the teacher role as facilitator; Student-driven learning path; and Mastery, competency-based progression of learning.
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Post by twinrivers2 on Mar 13, 2011 11:33:21 GMT -5
We will need to add concept based learning to our district PD in addition to our current focus on CGI Math & teacher tech literacy. We will not be able to move in that direction until we identify the difference between concepts and topics and then we need to align our teaching materials and lesson designs to fit concept based learning. The barrier besides time for our district will be the introduction of 1/1 computers and additional interactive technology so the learning curve for both the teacher and student could be slow to develop.
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Post by jjoynt/Emmetsburg on Mar 17, 2011 9:12:36 GMT -5
We need to begin to explore: The difference between concepts and topics Evaluate individual curriculum and see how we can move from topics to concepts Student input Determine relevance for making a change and be ready to explain why we will make this move Teacher training on the difference between Fact-Based and Concept-based learning
Barriers: Teachers are worried about giving up some of their content – what do I let go of or what do I keep Is a theme a topic or a concept? Identify the concept Parental concerns about the teaching of facts and concepts
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Post by David Ross on Mar 17, 2011 14:31:22 GMT -5
Concepts need to taught with depth. Wee need to start changing curriculum design so that we motivate learning. This can be done by choosing to look at units and topics conceptually and how teachers can grow student learning; Civil War facts vs War causes, for example. However, ITEDS/ITBS - seems to be more fact based, so figuring out how much teacher should cover of the facts and yet not teach to the test is challenging. Learning how to move to conceptual teaching is challenging because many of us were taught that way.
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Albert City Truesdale
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Post by Albert City Truesdale on Mar 24, 2011 16:01:29 GMT -5
Barriers: *Students don't want to try. *Professional development that needs to happen to provide time for teachers to uncover the concepts & plan. *How to help teachers & administrators to have an understanding of these concepts so they can design units & then teach this way. Will these AEA Regional Meetings help move that direction in a teacher-friendly way?
Start exploring: *Which facts & which concepts are essential & the difference between the 2 *Concepts are universal
Concept-based curriculum
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Post by escjmeyer on Apr 5, 2011 19:19:05 GMT -5
Other than time, what are some of the possible barriers that might be encountered?
Getting the students use to a student driven model Teaching students and staff to collaborate Clear vision of what concepts are Teachers giving up favorites or the way that I have always done it ideas
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Post by fortdodge on Apr 18, 2011 16:09:21 GMT -5
We need ti think about the overlap in grade levels. We need to identify the main concepts in the Iowa Core and then determine what overlap and flow. We need to determine the concepts that will flow PK-12.
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