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Read, find the one closest to thinking, discuss and re-write.

Definition of choice: A concept is a big idea that helps to frame our thinking, learn about the world and function in it.

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5 people ask the question, return to group and re-synthesize.

An IB education is a holistic approach to learning which values international-mindedness, student-centered learning and a skills-driven curriculum to prepare our students to be life-long learners in an ever-changing world.

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Learner Profiles --> Approaches to learning and Approaches to teaching are lenses that lead to international mindedness.

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Document has been updated.
educational opportunities
team work
collaboration
reasoned
ethical
flexible
perseverance
confidence
meaningful change
pursue aspirations
set goals
achieve them
rich personal and rich cultural identities.

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Session 1: Who are we and what do we believe about concept-driven learning? 

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Session 1: Who are we and what do we believe about concept-driven learning? 

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(Perspective)

3 Targets from possible 6:

I can nurture the capabilities of students to explore concepts to deepen understanding to make connections and transfer learning to new contexts.

I can design learning and integrate transdisciplinary and disciplinary concept , knowledge and skills in ways that sustain self-directed learning/.

I can contribute to and support the c-d-l culture with my learning community.

More Personal Goals (Self-Created)

See picture

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Name and Symbol

New IB workshops will not make essential agreements together but we will be given working agreements and can adapt if need be.

Nice addition: Assume the best intent.

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Why concept based learning: Because it frames our teaching, learning and thinking in a way which is reflective of real life - its complexities and intricacies.

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Explore and Engage

Choose an article to read.

Making Sense of a Complex World -  "transition points rather than endpoints"

Teaching conceptual understandings as inert facts or ‘end points’ fails to prepare learners to understand and engage in a complex and rapidly changing social world.

Age of rapid and constant change around what counts as ‘knowledge’.

‘concepts as tools for understanding and action in social studies teaching and learning’

There is a need to view  concepts and conceptual understandings as changeable, contextual, and contestable.

A considerable strength of teaching for conceptual understandings is that it enables teachers to sift and sort through a huge amount of knowledge and start to define ‘what counts’.

The world is changing at too fast a pace to focus on topics and facts.

enables learners to understand more about their social world and participation within it.

To give children the opportunity to probe them in a classroom community is to assist them, not only to become clearer about what these concepts mean in their own experience, but to begin to realise how they are differently interpreted by different people and how these different interpretations matter in living one’s life. Thus children come, not only to a deeper understanding of themselves, but a richer understanding of others.

If cultural universals [concepts] are taught with appropriate focus on powerful ideas [conceptual understandings] and their potential life applications, students should develop basic sets of connected understandings about how the social system works, how and why it got to be that way over time, how and why it varies across locations and cultures, and what all of this might mean for personal, social and civic decision making (Brophy and Alleman 2006: 422) .

 a value-loaded act

This ‘glossary approach’ carries a significant risk of over-looking the plurality of perspectives in our social world.
different perspectives highlights ‘different questions and relationships’ (Gilbert and Vick 2004a: 85) and allows for deeper conceptual understandings to be developed within these frameworks:

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Beyond just being academically engaged - good one for older students. Facts to hang concepts on.

Content through which to explore bigger ideas!

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How have ideas been presented? Readings, Sharing, Posters --> Yes, much of the information I knew but I hadn't been explicitly reflecting on it. Here, we have been forced to articulate our knowledge and ideas. The zone of proximal development has been implemented when listening to other peoples' articulations.

I really liked the idea that concept based learning develops language skills. To add to this, Julia's sterns point about concepts and knowledge working together in synergy was an important reminder that could be shared at school.

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Session 2: What does the IB say about CBL & where does it come from? 

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Session 2: What does the IB say about CBL & where does it come from? 

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(Perspective and Causation)

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Exhibition - reading and reflection. Share thoughts with Meghan. Design weekly plan in terms of preparation. Decisions to be made regarding shared or individual.

POI Board - add section regarding what parents can do to support UOI.

Voices: What can I do at home to help the LP development

LP: In reports this should become self-reflection not reported on.

POI Review: Doesn't need to be 3 key concepts

Action board for each classroom - could I start it on the board?

Fuck KWL.
Think - what do we think we know
Puzzle - what puzzles you about it
Explore - how would you like to explore that?

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T chart: concept or not concept

Fitness
Human Rights
China
Persuasion
Health
Migration
Conflict
Polar bears
Family
Change
Power
Revolution
Models
Dinosaurs

Which ones come underneath an overarching key concept?

--> What is above it?
--> Which way do I want to go?

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If you can look at a lot of different Concepts - how can we allow different pupils to look at it through different concepts?

It shouldn't be guided inquiry!

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conceptually based learning they just don't know how to articulate it yet. Giving language to the things they are already thinking about?

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Concepts by subject