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CONCEPT-BASED TEACHING KUD Know * Understand * Do

CONCEPT-BASED TEACHING KUD Know * Understand * Do. Joyce E. Stone jestonellc@gmail.com Some adaptations from Kristi Doubet and Carol Tomlinson. Part One:.

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CONCEPT-BASED TEACHING KUD Know * Understand * Do

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  1. CONCEPT-BASED TEACHINGKUDKnow * Understand * Do Joyce E. Stone jestonellc@gmail.com Some adaptations from Kristi Doubet and Carol Tomlinson

  2. Part One: Understandings: Concept- based instruction allows all students to access the big ideas. Understanding and using the KUD model allows teachers to create concept-based curriculum in support of learning.

  3. Part Two: Understanding: The KUD model is used in all content areas to ensure that all students have access to the Big Ideas. The KUD, in the context of concept-based curriculum and instruction, provides the teacher a useful tool to ensure that the process of teaching and learning is clear, consistent, meaningful, and grounded in higher order thinking when used in the daily lesson design, unit planning, and identifying the scope of learning for the year.

  4. Do we have examples??

  5. Thinking and Planning Skills Knowledge leads to Understanding and then to Skill: Parallel Parking Knowledge: definitions, graphic depiction of alignment and angles Understanding: Parallel parking requires concentration and practice. It is an essential skill that can be learned. There is a formula that ensures success.

  6. Think…Pair…Share • 1.Think of a time when someone taught you the skills you needed to do something that was important to you. • 2. Pair up with a colleague and share your recollections. • 3. What was the ah ha (understanding) that made it all make sense.

  7. Understandings that Address More than One Concept Social Studies Concepts in the World Language Curriculum: Culture and Change Understand: People change and are changed by their culture.* Know: facts about change, elements of culture (religion, economics, government, beliefs, values etc.), facts about the culture of Mexico and the United States Do: compare and contrast culture and cultural change in Mexico and the USA over time, think like a social scientist *=Generalizations: Understandings that show the relationship between two or more concepts 2 Wiggins and McTIghe – Understanding by Design, 1998

  8. Let’s take a look at one of the Systems (Big Concepts) in science (Topic): Energy. Energy is one of many systems in Science that impact our lives and present issues we must address.

  9. Create a KUD in Science Concept: Systems Topic: Energy Know: vocabulary related to the topic, sources of energy in VT, difference between potential energy and kinetic energy, law of conservation of energy, different forms of energy, efficiency of energy transformation The teacher wants students to understand that the amount of energy from human use on Earth is limited, that technology creates the need more energy as well as providing solutions to some of our energy needs, that natural and human factors have created the need for humans to make complex decisions about the use of energy.

  10. At the end of this unit students will be able to do the following: SKILLS PRACTICED AND ASSESSED • Classify energy as renewable and non-renewable • Examine the amounts and types of energy used to make certain common objects and calculate the cost • Become an expert on a specific source of energy • Weigh the pros and cons of different energy sources • Determine the viability of different sources of energy in VT • Make a plan for the use of energy in VT in 2020.

  11. Let’s practice…. Given the Concept: Community and Interdependence and the following skills (what students are able to do at the end of the unit): Examine the facets of a community Compare and contrast community members’ roles and the goods and services they provide What is the big Understanding? What knowledge is required in order “to get” the understanding??

  12. Create a KUD in Social Studies Concept: Community/Interdependence Lesson Topic: Neighborhoods and Communities As a result of this lesson, students will… Know: Understand that…. Be able to (DO) • Examine the facets of a community • Compare and contrast community members’ roles and the good and services they provide

  13. Concept: Survival8th Grade SocialStudiesKristi Doubet Survival Of… Individuals Cultures Civilizations Depends upon… Availability and utilization of resources Organization Contributions Communication Industry Art, Inventions Government Traditions Belief Systems Products for use Products for capital

  14. Social Studies Concept: CivilizationAs a result of this lesson, students will… Know: facts about ancient river valley civilizations, including Egypt, Mesopotamia, the Indus River Valley and China and the civilizations of the Hebrews, Phoenicians, and Kush Do: locate these civilizations in time and place describingthe development of social, political, and economic patterns, including slavery explaining the development of religious traditions describing the origins, beliefs, traditions, customs, and spread of Judaism explaining the development of language and writing. Understand that:Survival depends upon effective utilization of resources, communication and trade, and organizational systems

  15. Grade FourMathematics Example • Concept: Relationships • Lesson Topic: Fractions/halves • Know: vocabulary associated with fractions (fraction, half, whole, “equal parts,” numerator, denominator • Understand that the properties of a “part” depend upon the relationship between that part and its whole. • Be able to do: • …compare and contrast different halves • …explain how halves can be different sizes

  16. Grade Four Math ActivitiesSilver/Strong Learning Styles and Sternberg Triad To explain how halves can be different sizes: • (Self-expressive/Creative) • Create a cartoon or story that tells a story about how halves can be different sizes • (Understanding/Analytical) • Develop a diagram that shows how halves can be different sizes • (Mastery/Practical) • Describe a real life situation that illustrates how halves can be different sizes (Interpersonal--any of the above in a small group)

  17. Language Arts Concept: Perspective • Lesson Topic: Advertising • Know: • Definition of point of view • Advertising techniques (bandwagon, testimonial, etc.) • Understand: • Perspective influences decision making. • The power of advertising lies in the ability to manipulate the audience’s perspective. • Do: • Explain and analyze advertising • Use point of view strategically in creating an ad • Critique other ads; use of point of view to achieve purpose/influence decision making

  18. What KUDs do you see?

  19. Concepts in Action Self-awareness is a Skill: Students understand that Perspective is a factor to be considered in all aspects of life. Stop and consider personal perspective and the perspective of others.

  20. For example, a strategy for teaching the… Concept:Multiple Perspectives in To Kill a Mockingbird “You never really understand a manuntil you walk around in his skin… until you consider things from his point of view.” The Perspective of the Child (Scout) Hero (Atticus and Mrs. DuBose) Persecuted (Calpurnia and Tom Robinson) Maturing (Jem, Mr.Underwood) Outsider (Boo Radley, Bob & Mayella Ewell, Dolphus Raymond)

  21. What will the students do with their understanding of perspective? • Complete a writing prompt for TKAM tiered to address readiness • Participate in a whole class debate using the jigsaw strategy • Demonstrate their understanding of perspectives in the novel through learning style-based activities created by the teacher (assigned or choice)

  22. What is Your Perspective? • FISH IS FISH • F

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