Transcript CONCEPT-BASED TEACHING & KNOWs, UNDERSTANDs, & …

CONCEPT-BASED
TEACHING
KUD
Know * Understand * Do
Joyce E. Stone
[email protected]
Some adaptations from Kristi Doubet and Carol Tomlinson
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Part One:
Understandings: Conceptbased 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.
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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.
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Do we have
examples??
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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.
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Think…Pair…Share
 1.Think of a time
 2. Pair up with a
when someone taught
colleague and share
you the skills you
your recollections.
needed to do
something that was
 3. What was the ah ha
important to you.
(understanding) that
made it all make
sense.
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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
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2 Wiggins
and McTIghe – Understanding by Design, 1998
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.
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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.
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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.
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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??
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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
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the good and services they provide
8th Grade Social Studies
Concept: Survival
Kristi Doubet
Survival
Of…
Individuals
Cultures
Civilizations
Depends upon…
Availability
and utilization
of resources
Contributions
Industry
Communication
Art, Inventions
Organization
Government
Traditions
Belief Systems
Products
for use
Products
for capital
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Social Studies Concept: Civilization
As 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
describing the 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
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Grade Four Mathematics 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
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Grade Four Math Activities
Silver/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) 16
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
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What KUDs do you see?
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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.
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For example, a strategy for teaching the…
Concept: Multiple Perspectives in
To Kill a Mockingbird
“You never really understand a man until 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)
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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)
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What is Your Perspective?
FISH IS FISH
•F
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