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Conceptual Development in Treasures

Conceptual Development in Treasures

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Conceptual Development in Treasures

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  1. Conceptual Development in Treasures Frank del Olmo Elementary

  2. CRRE – instruction is contextualized through our beliefs, values, experiences and language. Our own perspective Challenge ourselves in instructional conversations. Guiding Principles Guiding Principles Establish the PURPOSE and RATIONALE of the lesson Instruction CALIFORNIA STANDARDS What is the factual, procedural, and/or conceptual knowledge you are attempting to teach? What opportunities develop metacognitive knowledge? SYNTAX - the method of your instruction How do you explain and model the content of the lesson?How did you enable guided or independent practice for the student to internalize the content? How do you activate prior knowledge throughout the lesson? See Attend New perspectives in instruction OUTCOME – students demonstrate evidence What evidence is there that demonstrates factual, procedural, and/or conceptual understanding of the lesson by the student? Can the students articulate how they acquired their understanding of the knowledge? Throughout the teaching of a lesson we build more comprehensive perspectives of the student, instruction and content.

  3. Conceptual Development: Activating Prior Knowledge (10 minute circle map, small group, share) • Purpose: What's the intent, why Conceptual Development? • What is conceptual development and what element are part of it? • Syntax: How did we use to apply conceptual knowledge in our daily instructional Practice? • Outcome: How did we measure the outcome of our conceptual knowledge teaching?

  4. Conceptual Development • Teaching Methodology based on defining relevant concepts for the students by defining the different elements, vocabulary, and language associated with the concept. • It builds on prior knowledge (schemata) • Concepts can be identified by their attributes • Attributes are defined by comparing and contrasting common elements. • Students can use a deductive/inductive approach to learn about the concept • It requires high critical thinking skills, discussion, and the ability to interiorize different aspects of a concept • Queries and guiding questions support a deductive approach • There is need for a specific vocabulary and the forms and functions associated with it (ELL’s) • It requires multiple exposures, discussing, and application. • It has a strong oral component, but also a written element. • It has to address all learning modalities

  5. Elements of Conceptual Development • Concept, or Theme. • Attributes: define the characteristics of the concept. T • here are multiple attributes. • Time limit requires to identify the most relevant ones. • Attributes can become concepts in themselves( they connect knowledge from other concepts, and they appear commonly in more than one attribute). • Attributes are given to students so they can be identified in text • Query: A guiding question that applies a multiplicity of text selections. • There are as many queries as texts pieces. • The “ overarching query” is the one that addresses the core of the concept. • Student’s Response: Students need to use questioning and inquiry methodologies to build knowledge about the concept.

  6. Conceptual Development in OCR/Treasures (T chart comparison, small group, 10 minutes, share whole group) • Concept Development in OCR: How was conceptual development taught in OCR? (syntax) • What was the expected Outcome and how was it measurable? What evidence was available to the observer that conceptual development was in place?

  7. Conceptual Development in Treasures • Purpose: There are no changes as to what he intent of Conceptual development is done in Treasures, so let’s focus on the syntax or methodologies. • Syntax: We will map a unit to see the elements and sequence of instruction of the different elements in Treasures that support Conceptual Development • Outcome: We will analyze what is the expected outcome.

  8. Mapping Concept Development in Treasures • Page vi: Unit Themes. Connection across the grades. • Page vii :At a glance. • Planning the Unit. • Using the student Book. • Wrapping Up the Unit. • Additional Resources. • Theme Opener. • Using the student Book: Connection to the query and the attributes at a glance. • Writing workshop: theme connection. • Theme Closer. • Vocabulary and spelling lists

  9. Unit Opener: • As a group look at: Theme Project and Introduce the theme project. What elements are presented on the Unit Opener Day? • What is the role of the Unit Project? • What is the role of the foldable?

  10. Unit Opener: A review(small group 15 minutes, whole group share ,chart) • What was purpose of the Unit Opener? • Activate prior knowledge • Build Background • Expose to the Big Query • Define the attributes • Expose to samples through activities • Expose to conceptual vocabulary • Establish the Concept Question Board as a reference in the classroom • Create curiosity and excitement about the theme!! • What was the sequence in the Unit Opener? • Whole Day Activity • Activate prior knowledge by means of a personal example, a book, etc • Present the attributes • Activate prior knowledge in the students • Build Background: introduce vocabulary • Student exposure to activities that present implicitly the attributes: work from these activities constitutes the first student material in the C/Q Board • Present the query to students • What was the expected outcome from the Unit Opener? • A vivid Concept question Board • Students readiness to start looking at the text from the unit’s concept perspective

  11. The Big Question Board(What does it “looks like, and sounds like”) ( Table group 10 minutes, read and share with the small group ,chart and then share whole group) • Purpose: (Read Pg R75, From the Instructional Routine handbook) • What Is it? What is Not? • How is it done?( Time, format, Presence in the room, frequency, materials, etc) • What is the expected Outcome? When is it used and how