This document discusses strategies for developing a three-dimensional curriculum model that is concept-based rather than topic-based. It emphasizes using concepts and generalizations to provide intellectual depth and allow knowledge to transfer between subjects and situations. Specific strategies presented include identifying concepts within subjects, showing how concepts are structured with supporting factual information, and ensuring generalizations meet criteria like containing concepts and present tense verbs. The goal is to develop students' conceptual thinking in order to better meet academic standards and prepare students for the demands of the 21st century.

1. Lynn Erickson Slides
• These slides may be used on a limited
basis to share information in your school
or school district with appropriate credits to
H. Lynn Erickson.

2. Shaping the
Conceptual Mind

3. Let’s think about…
* How can we meet the deeper intent of
academic Standards by moving from a two
dimensional to a three-dimensional design for
curriculum and instruction?
* How is knowledge structured? How can we use
this structure to focus teaching and learning,
develop the intellect, and significantly improve
the academic performance of all students?
* What are some specific strategies for brain-based
teaching and why is development of the conceptual
mind critical to brain-based teaching and learning?

4. Social Change
Forces impacting education
• Expanding role of technology
• Changing job demands
• Increasing global interdependence of people
• Changing social norms and value structures
• Worldwide competition and markets
• Rapid growth of knowledge
• Ecological concerns

5. Living, Learning and Working
Critical, Creative, and Conceptual
Thinking

6. Traditional Curriculum... is Topic Based
AMERICAN HISTORY: American Revolution, Westward
Movement, the Constitution, our Government, the Civil
War, the 60’s, Franklin D. Roosevelt, Colorado leaders,
Native Americans…
SCIENCE: Plants, snakes, fish, the human body, genes,
volcanoes, the Earth, space travel, machines, water,
mountains, streams…
ENGLISH: Grammar, syntax, essays, Edgar Allan Poe,
The Cay, Romeo and Juliet, Poetry, Fiction, Non-
fiction, Skills…
ART: Van Gogh, Picasso, drawing, crafts, art
appreciation…

7. Two Dimensional Curriculum Model-
Topic-based
Processes & Skills
Factual
Content

8. Three Dimensional Curriculum Model-
Concept-based
Concepts
&
Principles

9. Key Points
Two-dimensional vs. Three-dimensional
Coverage-centered Idea-centered
“inch deep, mile wide” -facts provide a foundation to
understand conceptual, transferable
ideas.
Intellectually shallow Intellectual depth
- lacks a conceptual focus -a “conceptual lens,” or focus,
to create a factual/ requires mental processing on
conceptual brain synergy the factual and conceptual levels--
producing intellectual depth in
thinking and understanding.
Inability to transfer Concepts and Generalizations Transfer
factual knowledge -allows the brain to make connections
- facts do not transfer; and see patterns.
locked in time, place, or
situation.
Fails to meet the intellectual Develops the intellect to handle a world
demands of the 21st century of increasing complexity and
accelerating change.

10. Conceptual Level Curriculum Design
Generalizations
“Big Ideas”
Factual Level
Topics/Facts

11. Barry’s clipart.com
The Structure
of Knowledge

12. The Structure of Knowledge
People migrate to meet a variety
of needs.
Migration may lead to new
opportunities or greater
freedom.
• Migration • Opportunity
• Needs • Freedom
Westward Movement
Early American
Early American
settlers looked
settlers migrated
for new
west.
opportunities.

13. High School Generalizations:
Social Studies (examples)
Government:
1. Forces of imperialism, nationalism, militarism, and geo-political
alliances, taken to the extreme, can lead to international
conflicts.
History:
2. Key events in history can signal turning points that drastically
alter the social, economic and political directions of a society.
Economics:
3. Economic depression in one country can substantially affect the
economies of other nations.
Culture:
4. New technologies and scientific breakthroughs can improve the
quality of life--but may also present ethical dilemmas.

14. The Structure of Knowledge
An organism’s behavior patterns exhibit
an evolutionary logic.
Environmental factors influence an
organism’s biology and behavior patterns.
biology; evolution; mutation; environment;
behavior patterns; adaptation;
The Amazon Rainforest: Organisms
F F F F F F F F
A A A A A A A A
C C C C C C C C
T T T T T T T T
S S S S S S S S

15. The Structure of Knowledge
Velocity can be mathematically
represented by the slope of a line.
The slope of a graph at a particular poin
indicates the instantaneous rate of cha
slope derivativeline graph
Measurement of distance and speed
F F F F F F F F
A A A A A A A A
C C C C C C C C
T T T T T T T T
S S S S S S S S

16. Concept
A concept is an organizing idea;
a mental construct...
• Timeless
• Universal
• Abstract
• Represented by 1 or 2 words
• Examples share common
attributes

17. Examples of Subject Area Concepts
-Science - Social Studies -Literary Themes -Writers’ Craft
 Order  Conflict/Cooperation  Prejudice  Organization
 Organism  Patterns  Word Choice
 Perspective
 Context
 Population  Populations  Conflict  Conventions
 System  System  Cooperation  Fluency
 Change  Change/Continuity  Power  Voice
 Evolution  Culture  Relationships  Presentation
 Cycle  Evolution  Symbolism
 Envy
 Allegory
 Interaction  Civilization  Emotions  Metaphor
 Energy/Matter  Migration/Immigration Oppression  Protagonist
 Equilibrium  Interdependence  Influence  Antagonist

18. Examples of Subject Area Concepts
– Mathematics – Visual Art – Music
 Number  Rhythm  Rhythm
 Ratio  Line  Melody
 Proportion  Color  Harmony
 Symmetry  Value  Tone
 Probability  Shape  Pitch
 Pattern  Texture  Form
 Order  Form  Tempo
 Quantification  Space  Timbre
 System  Angle  Pattern

19. The Structure of Knowledge
The student understands
that..._____________________________
________________________. 3
2
U.S. Trade and Competition 1
F F F F F F F F
A A A A A A A A
C C C C C C C C
T T T T T T T T
S S S S S S S S

20. Examples of Subject Area Concepts
– Social Studies - Economics
 Conflict/Cooperation  Markets
 Patterns  Supply and Demand
 Populations  Cost
 System  Interdependence
 Change/Continuity  Beliefs/Values
 Culture  Goods/Services
 Evolution  Conflict
 Civilization  Cooperation
 Migration/Immigration  Perceptions
 Interdependence  Patterns
 Power
 Systems

21. The Structure of Knowledge
The student understands
that..._____________________________
________________________. 3
2
1
Change in Our Community:_______
F F F F F F F F
A A A A A A A A
C C C C C C C C
T T T T T T T T
S S S S S S S S

22. The Structure of Knowledge
The student understands
that..._____________________________ 3
________________________.
2
1
F F F F F F F F
A A A A A A A A
C C C C C C C C
T T T T T T T T
S S S S S S S S

23. Checking Our Generalizations
Line 3:
 No proper or personal nouns
 No pronouns in sentence (―our, we, they…‖)
 Has a present tense verb
 Contains at least two concepts
 Is a transferable idea that is supported
by the factual content
 May need a qualifier (―often, can, may‖)
if not true in all situations—but is still
an important idea

24. Key Points
Structure of Knowledge
 Knowledge has an inherent structure from topics and facts, framed by
concepts, which combine to form generalizations, principles, and theories.
 Traditional, two-dimensional curriculum/instruction models focus more
on the topic and fact levels and assume an understanding of related
concepts and principles.
 Concept-based, three-dimensional curriculum/instruction models raise the
intellectual bar by teaching to ideas (generalizations/principles) and by
using the topics and facts as foundational support for the deeper under-
standings.
 Topics and facts do not transfer. They are locked in time, place, or situation.
 Concepts and Generalizations transfer through time, across cultures, and
across situations.
 The concepts, generalizations, and principles add the third intellectual
dimension to curriculum and instruction.
 There is a Theory Level, but we need to focus our work on the
Concepts, Generalization Levels at this time.
(A Theory is an idea supported by the best evidence available, but not yet fully proven.)

25. Students will understand the
concepts and principles of…
• Science
• Mathematics
• Social Studies
• Art...

26. Example: State History Standard
Content Standard:
Understand the development of culture.
Performance Indicator:
Grades K-4: Describe life in early America
before and after European conta
(Why?)

27. Example: State History Standard
Content Standard:
Understand the development of culture.
Sample Performance Standard:
Grades 5-8: Identify and explain the impact of
major figures in U.S. and world
history, related to significant issues,
movements and events.
(Can you think of a “conceptual lens”
to integrate thinking at a higher level?)

28. To develop the intellect and increase motivation
for learning, curriculum and instruction must
create a ―synergy‖ between the lower (factual)
and higher (conceptual) levels of thinking.

29. Performance
Tasks

30. Performance Task Planner
[What] Investigate [topic]....
[Why] …in order to understand that
[generalization]…
[How] Engaging Scenario…[performance]

31. Performance Task Example - Primary Grades
What: Investigate the responsibilities of citizens
in a community...
Why: in order to understand that citizens help build a
community.
How: Demonstrate understanding by creating a
Citizenship Booklet showing acts of positive
citizenship. Select one act and describe how
it supports the community.

32. Page 5
Step 1: Task Planner
What: Investigate prehistoric cultures
Why: …in order to understand that innovations and
technology cause cultures to progress.
How: (Engaging Scenario-Performance)
You are an archaeologist preparing a presentation
on the development of prehistoric cultures for an archaeology
class. Chart the information you research on a map and
create a colorful and appealing graphic organizer to display
the development of prehistoric cultures. Present your
information to the class stressing the innovations and
technologies that caused the prehistoric societies to progress.

33. Student Performances:
 Reflect the most important Understand (Generalizations),
Know (Factual Knowledge), and able to Do (Skills) of a unit
 Student Performances are the assessment evidence of mastery.
 Student Performances are not simple ―activities.‖

34. Working on Performance Statements
Enduring Understanding (Generalization):
Watershed events mark turning points in history.
Standard:
“Analyze Lincoln’s ideas about liberty, equality,
union, and government as contained in his first and
second inaugural address and the Gettysburg
Address.”
Student Performance:
Recite from memory key passages from the
Gettysburg Address. (Activity or performance?)

35. Working on Performance Statements
Enduring Understanding (Generalization):
Watershed events mark turning point in history.
Standard:
“Analyze Lincoln’s ideas about liberty, equality, union, and
government as contained in his first and second inaugural
address and the Gettysburg Address.”
Student Performance:
Recite from memory key passages from the Gettysburg
Address. Tell why Lincoln’s Gettysburg Address is
considered a “watershed event” in American History
or…
Explain why Lincoln’s ideas about liberty, equality, union,
and government are critical to an understanding of
American Democracy today.

36. Working on Performance Statements
Enduring Understanding (Generalization):
The availability of human and material resources provide
tactical advantages in times of war.
Standard:
“Analyze the causes and effects of physical and human
geographic factors on major historical and contemporary
events in the United States.”
Student Performance:
Create pie graphs which show available resources to the
North/South before the Civil War.
(Activity or Performance?)

37. Working on Performance Statements
Enduring Understanding (Generalization):
The availability of human and material resources provide
tactical advantages in times of war.
Standard:
“Analyze the causes and effects of physical and human
geographic factors on major historical and contemporary
events in the United States.”
Student Performance:
Create pie graphs which show available resources to the
North/South before the Civil War, and describe how
resources can affect the outcome of a war.

38. Working on Performance Statements
Enduring Understanding (Generalization):
The values, beliefs, and ideals of a country are reflected in their
laws and political documents.
Standard:
“Identify the reasons for and describe the system of checks
and balances outlined in the U.S. Constitution.”
Student Performance:
Design a graphic organizer demonstrating the U.S. system
of checks and balances. Then have students use the graphic
organizer to write a probe that defends why they think the
system of checks and balances reflects American values
and beliefs. (Activity or Performance?)

39. Working on Performance Statements
Enduring Understanding (Generalization):
Political documents can set forth social ideals such as justice, equality, or
freedom, but the path to ideals is impeded by conflicting notions.
Standard:
“Identify the influence of ideas from historic documents including the
Magna Carta, the English Bill of Rights, the Mayflower Compact, the
Declaration of Independence, the Federalist Papers, and selected anit-
federalist writing on the U.S. system of government.”
Student Performance:
Create an outline highlighting social ideas such as justice,
equality, or freedom for the Magna Carta, the English Bill of
Rights, the Mayflower Compact, the Declaration of
Independence, the Federalist Papers, and selected Anti-
Federalist writing on the U.S. Constitution. Select one of
these social ideas and describe how conflicting notions have
impeded the progress to these ideals. [cite specific examples
from history or current events to support your position.]
(Activity or Performance?)

40. Working on Performance Statements
Enduring Understanding (Generalization):
As a society becomes more complex, the role of government
can increase in the daily life of its citizens.
Standard:
“Explain the impact of significant international events such as
WWI and WWII on changes in the role of government.”
“Predict the effects of selected contemporary legislation on
the roles of government.”
Student Performance:
Create a 3-column chart. In the first column list significant
international events such as WWI, WWII and Global
Terrorism. In the second column show some of the resulting
U.S. legislation, or governmental policies, enacted in response
to these events. In the third column detail the impact of the
legislation on the daily life of citizens. In a paragraph below
the chart, answer this question: “How does the increasing
complexity (social, economic, political) of a society lead to the
expansion of government?”

41. Science: Working with Student Performances
Enduring Understanding (Generalization):
Organisms maintain a constant internal environment called homeostasis
in order to ensure survival.
Standard:
“Describe how organisms maintain stable internal conditions while
living in changing external environments.”
Student Performance:
Construct a graph demonstrating homeostasis in
complex organisms. (activity or performance?)

42. Science: Working with Student Performances
Enduring Understanding (Generalization):
Organisms maintain a constant internal environment called
homeostasis in order to ensure survival.
Standard:
“Describe how organisms maintain stable internal conditions
while living in changing external environments.”
Student Performance:
Construct a graph demonstrating homeostasis in complex
include a statement on the importance of homeostasis when
organisms live in changing external environments.

43. Driving Teaching Through
Questions
Rather Than Objectives

44. Geographic Regions and
Cultures of the Eastern U.S.
Objectives
• Understand the impact of
geographic regions on the
development of culture...
• Identify the geographic
regions of the eastern United
States.
• Compare the regions of the
east.
• List the geographic features
for each region
• Describe how people use their
land to meet basic needs
• Identify your enthusiasm for
this study

45. Geographic Regions and
Cultures of the Eastern U.S.
Guiding Questions
• Why do regions differ?
• How do regions in the
east differ?
• Why do different
cultures use land
differently?
• How do the arts of
Native American
cultures reflect their
natural surroundings?

46. Geographic Regions and
Cultures of the Eastern U.S.
Guiding Questions
• Why do Native
American arts so often
reflect nature?
• How is a culture
affected by its
geography?
• How is geography
affected by a culture?

47. Types of Guiding Questions
Philosophical – (or ―essential questions‖)
―Can a nation have too much wealth?‖
―Should a more powerful nation dominate weaker
nations?‖
―Is war ever justifiable?‖
Conceptual –
―Why do nations desire to explore new lands?‖
Factual - ―In what ways did the early American
explorers disrupt Native American cultures?‖

48. The Value of Concept-based Instruction
• Engages the personal intellect and emotions of
the student; increases motivation for learning.
• Requires a higher level of thinking.
• Teaches students how to see patterns and
connections between facts and ideas.
• Provides relevant focus for content study.

49. The Value of Concept-based Instruction
• Facilitates the transfer of knowledge.
• Meets different ability levels
• Creates a brain schema for
processing new information
• Develops verbal and written fluency
with the English language
- Develops the art of conversation
- Deepens reading comprehension