Concepts
- 1. Concepts
- 3. Explanation of a phenomenon Two or more concepts stated in a relationship. Generally they are Mental construct that timeless and abstract. umbrellas different topics. Enduring understanding They are timeless, universal abstract, different examples. A higher level of abstraction Organised set than topics because of the of facts generalisability Specific examples of people, places, situation or things
- 4. Environments can be interconnected and are effected by human behaviour • The feature of different ecosystems • How ecosystems are interconnected • The impact of human behaviour on ecosystems. Environments Systems Responsibility Rainforests • Rainforest have different animals and plants • Rainforests are located in around the equator • Some rainforests are being destroyed
- 5. What does the IB say about concepts? • Education for the understanding of significant ideas has often been sacrificed for the memorization of isolated facts and the mastery of skills out of context. The expansion of the curriculum and the pressure to cover the syllabus have resulted in many students leaving school with superficial levels of understanding.
- 6. What does the IB say about concepts? By starting with the students’ prior knowledge, and by confronting and developing their earlier conceptions and constructs, teachers can begin to promote real understanding.
- 7. What does the IB say about concepts? The exploration and re-exploration of concepts lead students towards an appreciation of ideas that transcend disciplinary boundaries, as well as towards a sense of the essence of each subject area. Students gradually work towards a deepening of their conceptual understanding as they approach those concepts from a range of perspectives.
- 8. What does the IB say about concepts? Transdisciplinary units, where concepts are used to support and structure the inquiries, provide a context in which students can understand and, at the same time, acquire essential knowledge, skills and attitudes.
- 9. What does the IB say about concepts? A concept-driven curriculum helps the learner to construct meaning through improved critical thinking and the transfer of knowledge. Transdisciplinary concepts increase coherence across the curriculum
- 10. Is it possible to identify a set of concepts around which to structure a curriculum? Read, Making the PYP Happen, pages 16 and 17
- 11. Concepts • Concepts represent different levels of complexity and generality (general validity) • Concepts can range from macro concepts to micro concepts. Macro (Key Concepts) Form, Function, Causation, Connection, Reflection, Responsibility, Perspective, Change Macroconcepts are important because they are the broadest category for structuring knowledge
- 12. Micro (Related Concepts) Systems, relationship, impact, family, behavior, belief, pattern, culture, invention Represent the deeper knowledge of a discipline. Macro gives the breadth Micro gives the depth Key Concepts gives the breadth Related Concepts gives the depth
- 13. Concept Cut Up
- 14. Unit Design Read and explore newspaper articles from a range of newspapers. • Is there something significant, relevant, engaging and challenging? • What is the issue? • Determine what Transdisciplinary Theme the issue of the article could belong to • What concepts, both key and related, are evident? • What subjects/disciplines could be used to explore this? • Develop a Central Idea that explores the ideas in the article, making sure the concepts identified earlier are present