1. The document discusses the importance of integrating thinking across subjects using conceptual lenses to facilitate deeper understanding and knowledge transfer. 2. It provides examples of conceptual lenses like conflict, complexity, and systems that can be applied across topics to engage students at higher cognitive levels. 3. The integration of thinking involves using conceptual lenses to make connections between factual information and broader concepts, allowing students to develop generalizations and enduring understandings.

2. The Key to Deep Understanding & the Transfer of Knowledge The Integration of Thinking

3. Let’s think about… * Is “integration” about what we do with subjects or is it really a cognitive process ? * How is knowledge structured? How does that structure reflect the different levels of thinking? * What is a “conceptual lens” and why is it essential to the integration of thinking? * How can we adapt our instructional units to support the integration of student thinking at a higher level. * What does integrated thinking and teaching “look like?”

8. GENERALIZATIONS ARE SUMMARIES OF THOUGHT “ WHAT DO I UNDERSTAND AS A RESULT OF MY STUDY THAT I CAN TRANSFER ?”

9. GENERALIZATION = Enduring Understanding Two or more concepts in a relationship... Concept Concept • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING’

10. The Structure of Knowledge The student understands that. .. _____________________________________________________. 2 3 1

11. The Integration of Thinking & The Power of a Conceptual Lens

12. The American Media Conceptual Lens?

13. The American Media Persuasive Force Conceptual lens:

14. Significant Individuals in History Conceptual Lens?

15. Leadership Significant Individuals in History Conceptual lens: The conceptual lens “integrates thinking” at a level beyond the facts.

16. Topic:_______________ Conceptual Lens :_________________

17. Sample Conceptual Lenses Conflict Complexity Beliefs/Values Paradox Interdependence Interactions Freedom Transformations Identity Patterns Relationships Origins Change Revolution Perspective Reform Power Influence System Balance Structure/Function Innovation Design Genius Aesthetic Heroes Force Creativity

18. 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.

19. The Conceptual Mind engages the Personal Intellect

21. The Integration of Thinking: Adapting Instructional Units

22. Coordinated, Multidisciplinary Topic Organizer: A Little Art Use of Language Processes A Little Literature A Little Science A Little Math The “Potpourri Unit” of facts & activities The Human Body

23. Integration refers to the cognitive process of seeing patterns and connections at the conceptual level of thinking.

24. This cognitive processing requires an integrating, “conceptual lens” such as Interdependence or System to set up the intellectual synergy between the factual and conceptual levels of the mind .

25. Integrated, Inter disciplinary Conceptual Lens: System Health Science Math Calculation s: heart rate, body mass, Statistics Measurement s: height, weight Ratios Charts; graphs Literature Art The Human Body Physical Education Wellness Nutrition Eating Disorders Weight Management Substance Abuse Diseases Circulatory System Respiratory System Digestive System, etc. Function & structure Interdependence Body Control Movement Coordination Musculatory System Fitness Endurance Draw a body: symmetry, line, shape Human forms - art realism, abstract, cubist The Human Body (Science concepts) The Scarlet Ibis (J. Hurst) (limits of the human body) To the Top: Annapurna (Blum) (endurance, respiratory system)

26. The goal of integration... The conceptual lens pulls thinking to the integration level . ... is to facilitate integrated, higher level thinking.

27. History • Early explorers • Immigrants • State historical events • Significant individuals and ideas that shaped the development of the state and regions • Interaction s that shaped the development Geography • Place and location of state within the U.S. relative to other state; other regions ; in the world • Geographic features: - landforms, bodies of water, soils, vegetation, climate • Geographic tools to consider spatial concepts: location, distance, direction, scale, movement... • Human/Environmental interactions - Plant and Animal Life Government • State government - Structure, function, responsibilities • Power and Authority • Limited and unlimited governments • Taxation : individuals, business • Rules and Laws • Citizenship - Personal and civic • Relationship of state to federal government • The common good Economics • Land use in state and region - industrial, recreational, commercial, residential • Economic activities: - location of businesses related to factors of production, consumption and distribution - Impact of technology on the economy (state and region) • Opportunity cost - The value of the best alternative passed by (not selected) • Cost/benefit • Economic incentives • Barter as trade • Specialization • Price changes: supply and demand • Human resource - labor • Inflation; deflation Culture Interdependence (lens) Grade 4 Getting to Know Our State and Region • Indigenous peoples - ways of living - use of resources - then and now • Explorers and settlers - the impact of merging cultures - daily lives • State symbols , monuments, statues… (Concepts italicized)

29. History • Native Americans - attitudes and policies toward Native Americans by government officials, the U.S. Army, missionaries, and settlers - Dawes Severalty Act of 1877 Government • Growth of cities and changes in urban life - increasing power of urban political machines and how they were viewed by immigrants and middle class reformers Culture • Growth of cities - response of urban leaders, such as architects and philanthropists to the challenges of rapid urbanization • Immigration after 1870 - changing patterns: volume, ethnicity, religion, language, place of origin, and motives - response of Catholic and Jewish immigrants to religious discrimination • New cultural movements Grade8 Geography • Industrialization and the environment - impact of rapid industrialization, extractive mining techniques, and the “ gridiron” pattern of urban growth on the environment Economics • Industrialization, the advent of the modern corporation, and material well-being - ideas of business leaders to limit competition and maximize profits • Farming, mining, and ranching - commercial farming in the Northeast, South, Great Plains, and West . Differences in terms of crop production, farm labor, financing, and transportation The Development of the Industrial United States 1870-1900 Industrialization and Paradox

32. Chemical Bonding Atomic Structures • valence electrons • formation of ions • electronegativity Molecular Shape • VSEPR Theory • Valence-bond theory • polarity Bond Energy • potential energy • bond strength • exothermic and endothermic bonds System/Interaction (Conceptual Lens) Unit Theme Bond Types • covalent, ionic, metallic • polar covalent • orbital hybridization • sigma and pi bonds Compounds & Properties • amorphous solid • crystalline solid - moelcular, ionic, atomic • liquids - molecules with strong intermolecular forces • gases - molecules with weak intermolecular forces Electronegativity • periodic table trend • ionic/covalent continuum Figure 5.11. Chemistry Unit Source: Jean Lummis, Washington Township High School Washington Township School District, Sewell, New Jersey; used with permission Intermolecular Forces • London dispersion • dipole-dipole • hydrogen bonding Modern Materials • liquid crystals • polymers • ceramics Integrated, Intra disciplinary (Concepts italicized)

33. To Kill a Mockingbird Lens? Writer’s Craft Literary Themes (Concepts) (Concepts) Historical Fiction Book 1 Book 2 Book 3 (Concepts) Lens? Loss of Innocence Loss of Innocence In an Imperfect World

34. GENERALIZATIONS ARE SUMMARIES OF THOUGHT “ WHAT DO I UNDERSTAND AS A RESULT OF MY STUDY THAT I CAN TRANSFER ?”

35. GENERALIZATION= Enduring Understanding Two or more concepts in a relationship... Concept Concept • CONCEPTUAL IDEAS THAT TRANSFER • DEVELOP “DEEP UNDERSTANDING’

48. GENERALIZATIONS PAST PAST PERFECT PRESENT PERFECT TENSE VERBS PROPER OR PERSONAL NOUNS

49. When we teach to the levels of concepts and generalizations we are teaching for deep understanding and the transfer of knowledge.

50. Integrated, Inter disciplinary Conceptual Lens: System Health Science Math Calculation s: heart rate, body mass, Statistics Measurement s: height, weight Ratios Charts; graphs Literature Art The Human Body Physical Education Wellness Nutrition Eating Disorders Weight Management Substance Abuse Diseases Circulatory System Respiratory System Digestive System, etc. Function & structure Interdependence Body Control Movement Coordination Musculatory System Fitness Endurance Draw a body: symmetry, line, shape Human forms - art realism, abstract, cubist The Human Body (Science concepts) The Scarlet Ibis (J. Hurst) (limits of the human body) To the Top: Annapurna (Blum) (endurance, respiratory system)

51. History • Early explorers • Immigrants • State historical events • Significant individuals and ideas that shaped the development of the state and regions • Interaction s that shaped the development Geography • Place and location of state within the U.S. relative to other state; other regions ; in the world • Geographic features: - landforms, bodies of water, soils, vegetation, climate • Geographic tools to consider spatial concepts: location, distance, direction, scale, movement... • Human/Environmental interactions - Plant and Animal Life Government • State government - Structure, function, responsibilities • Power and Authority • Limited and unlimited governments • Taxation : individuals, business • Rules and Laws • Citizenship - Personal and civic • Relationship of state to federal government • The common good Economics • Land use in state and region - industrial, recreational, commercial, residential • Economic activities: - location of businesses related to factors of production, consumption and distribution - Impact of technology on the economy (state and region) • Opportunity cost - The value of the best alternative passed by (not selected) • Cost/benefit • Economic incentives • Barter as trade • Specialization • Price changes: supply and demand • Human resource - labor • Inflation; deflation Culture Interdependence (lens) Grade 4 Getting to Know Our State and Region • Indigenous peoples - ways of living - use of resources - then and now • Explorers and settlers - the impact of merging cultures - daily lives • State symbols , monuments, statues… (Concepts italicized)

54. Scaffolding Thinking

58. Gothic Literature: Edgar Allan Poe Scaffolding Understandings— Thematic “Big Ideas” (Enduring Understandings) The Writer’s Craft Level 1 Level 2 Level 3 Level 1 Level 2 Level 3 Consonance,assonance and alliteration enhance reading pleasure . Consonance, assonance and alliteration create a flow to the language through sound, rhyme, cadence and repetition. The use of literary devices creates moods and empha- sizes words , connect- ing them to the ideas they express. Guilt affects perception . Guilt narrows and intensifies focus and shapes perception . Perception can cause people to make poor choices and decisions . How? So what? How? So what? by Del Whitmire & Amy Pritzl Green Bay, WI.