Expands your understanding of the conceptual level of thinking and understanding. In this highly interactive workshop we will challenge your thinking as we contrasts a three-dimensional Concept-Based Curriculum and Instruction model with the two-dimensional coverage model. You will have the opportunity to view and discuss video clips of three-dimensional Concept-Based teachers instructing students. You will learn specific, practical instructional strategies that engage the hearts and minds of students.

You will also answer questions like these:

• How are knowledge and process structured and how can we utilise these structures to develop the intellect?
• How can we move to a three-dimensional curriculum and instruction model that allows us to compact the overloaded curriculum, and teach both factual/skill knowledge and conceptual understanding with greater depth and rigor?
• What is a conceptual lens (Key Concept) and how can we use it to develop higher levels of thinking and increased motivation for learning?
• How can we design instruction to achieve synergistic thinking between the factual and conceptual levels of knowledge and understanding?
• How do we scaffold thinking to deeper levels?
• How do we develop different kinds of questions (factual, conceptual, debatable) to guide student inquiry from the factual to the conceptual level of understanding?
• What is the difference between an activity and a performance of deep understanding?
• What does Concept-Based Istruction look like in the classroom?

Concept-Based Curriculum and Instruction is not a program. It leaves the design of curriculum and instruction to teachers, but informs and reinforces quality curriculum design and pedagogy.

This workshop will support educators in learning how students develop conceptual understanding and what this looks like in the classroom.  In this interactive workshop, participants will be engaged in a variety of teaching practices that help students think conceptually. Video clips of Concept-Based Inquiry will be shared to illustrate key strategies. Participants will have the opportunity to consider how specific, practical instructional strategies can enhance units they are currently teaching in schools. Educators will leave with a toolkit of strategies that can be immediately implemented in the classroom.

We will facilitate exploration of questions such as:

• How do students acquire concepts?
• How is concept formation different than developing generalisations?
• How can we design instruction to achieve synergistic thinking between the factual and conceptual levels?
• What instructional strategies support conceptual thinking?
• What does Concept-Based Inquiry look like in the classroom?
• What role does the classroom environment have in fostering a culture of conceptual thinking?

Rachel French and Carla Marschall have developed a model of Concept-Based Inquiry to promote transferable understanding. During this week-long workshop, we will utilize the model to unpack how students develop conceptual understanding and what this looks like in the classroom.

The workshop begins with a focus on both the written curriculum drawing on the Unit Design steps developed by Dr. Lynn Erickson and Dr. Lois Lanning. With the units; understandings, knowledge and skills clearly articulated teachers then turn their attention to the taught curriculum delving into a toolbox of strategies developed by Rachel French and Carla Marshall. Teachers will have the opportunity to consider how specific instructional strategies can enhance units they are currently teaching. All educators will leave with a bank of strategies that can be implemented in the classroom and a completed unit planner so you can immediately put your new learning into action.

You will participate in learning experiences to explore each phase of the model. Video clips of Concept-Based Inquiry filmed in classrooms around the world will be shared to illustrate key strategies.

We will facilitate exploration of questions such as:

• How can we design instruction to achieve synergistic thinking between the factual and conceptual levels?
• How do students acquire concepts?
• How is concept formation different from developing generalizations?
• What instructional strategies support conceptual thinking?
• What does Concept-Based Inquiry look like in the classroom?
• What role does the classroom environment have in fostering a culture of conceptual thinking?