EDCO602:

Curriculum, Instruction, and Assessment

Fall 2017

Alain Gholam, Ed. D

Pair Reflection

Task (1):
Pair up with the person sitting next to you.

Task (2):
Read the list of words/sentences you have.

Task (3):
Group the words/sentences the way you
think/believe they should be grouped.
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Gallery Walk

Task (1):
Go over the gallery walk in your classroom.

Task (2):
Engage in SILENT SELF REFLECTION: What do you
observe? What do you think? What do you wonder?

Task (3):
Engage in a meaningful discussion with the partner next to
you. What are your thoughts? What is the big idea? Write
them down. 3
Structure of Knowledge. What?

The Structure of Knowledge graphically illustrates the relationship

between:

1). Topics and Facts

2). Concepts (drawn from the content under study)

3). Generalizations and Principles (express the conceptual

relationships that are supported by the facts)

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Structure of Knowledge. Reconnect with
Prior Knowledge

We discussed the difference between traditional two-

dimensional curriculum and instruction models versus the
concept-based three-dimensional models.

When you look at the Structure of Knowledge,

where do you place the 2D curriculum? Where
would the 3D curriculum fit?

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Structure of Knowledge. The
Components

Think, Pair, Write:

How are the following components different:

facts, topics, concepts, generalizations,
principles, and theories?

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Structure of Knowledge. The
Components

ASSIGNED READING AS PER THE

FOLLOWING:

Topics and Facts: Gracia, Ruba,

Reham,

Concepts and Generalizations:

Lara, Rule, Natalie, Rawad

Principles and Theories: Huda,

Wafaa, Manal, Suzan
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Structure of Knowledge. The
Components

EXPERT GROUPS

1). Form three big groups as per

your assigned reading.

2). Share your highlighted/noted

statements. Engage in a short
briefing session.

3). Pick a representative from each

group to share to everyone.
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Structure of Knowledge. The
Components

Specific examples of people, places,

situations, or things.

Facts do not transfer.

Locked in time, place, or situation.

Examples:
6+2=8

The tropical nature of the Amazon rain forest creates a dense

ecosystem.

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Structure of Knowledge. The
Components

Organize a set of facts related to

specific people, places, situations, or
things.

Topics do not transfer.

Related to specific examples.

Examples:

Ecosystems in the Amazon rain forest

The war in Iraq
Picassos paintings 10
Structure of Knowledge. The
Components

Mental constructs that umbrella

different topical examples and meet
these criteria: timeless, universal,
abstract (to different degrees),
different examples that share common
attributes.

Concepts do transfer.

A higher level of abstraction than

topics because of their generalizability.

Examples:
System Responsibility
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Order Value
Structure of Knowledge. The
Components

Two or more concepts stated in a relationship

that meet these criteria: universal application,
timeless, abstract (to different degrees),
supported by different examples (situational).

Enduring, essential understandings for a

discipline.

Must be tested against, and supported by the

facts.

May need qualifiers (often, can, may) in the

sentence if not always true.

Examples:
Organisms adapt to changing environments in order to survive.
Individuals or events can create key turning points in history.
Numbers can be added together in different ways to teach a common
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sum.
Structure of Knowledge. The
Components

Also two or more concepts stated in a

relationship, but they are considered the
foundational truths of a discipline.

Do not use qualifiers (often, can, may).

Critical understandings in a discipline.

Examples:

The supply and demand of goods and

services affect cost.
All right angles are congruent. 13
Structure of Knowledge. The
Components

Explanations of the nature or behaviour

of a specified set of phenomena based
on the best evidence available.

Theories are supported by best

evidence rather than absolute facts.

Examples:
The big bang theory of the universe origins

Hubbles Law of Cosmic Expansion 14

Structure of Knowledge.
Generalizations and Principles

In curriculum design it is not necessary to differentiate

between Generalizations and Principles in documents.

They are both important statements of conceptual

relationship and can be cited under one heading such as:

Generalizations
Essential Understandings
Enduring Understandings

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Structure of knowledge. Shift for educators and
social construction of meaning

If you ask a high school history teacher, Why

are you
teaching about the American Civil War?, you
might get such responses:

So my students will understand the different

perspectives of the North and South regarding the issues
of slavery.

So my students understand the lesson of history that

civil war can develop from a clash in perspectives, based
on strongly held beliefs and values.
What do you think? 16
Structure of Knowledge. Blooms
Taxonomy Revised

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 Structure of Knowledge. Anderson
and Krathwohl Cognitive and
Knowledge Dimensions

Anderson and Krathwohl took knowledge out

of the cognitive domain and added it as a
separate dimension.

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 Structure of Knowledge. Anderson
and Krathwohl Cognitive and
Knowledge Dimensions

Take away:

It reminds teachers to be strategic about both:

1). How they want students to think

(the cognitive dimension)

2). What they want students to think about

(the knowledge dimension)
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John Hatties Surface, Deep, and
Transfer Learning

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We can analyse and evaluate a topic like poverty and
suffering in Sudan but we are still talking specifically
about poverty and suffering in Sudan.

To have a deeper, conceptual understanding, we need to

draw out the key concepts and guide students
inductively to enduring understandings:

Cultural groups with limited resources are susceptible

to domination and oppression by more powerful
groups.
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Structure of Knowledge. Nature of
Concepts

Concept is an organizing idea..a

mental construct.

Timeless
Abstract
Universal
Represented by 1 or 2 words
Examples share common attributes 22
Structure of knowledge. Nature of
Concepts

Macro-concepts are sometimes referred to as

integrating concepts because they integrate
thinking across different disciplines and are
broad.

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Structure of knowledge.
Nature of concepts

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Structure of Knowledge. Nature of
Concepts

Micro-concepts are discipline specific and are

critical for providing increasing depth and rigor
to curriculum and instruction.

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Structure of Knowledge. Nature of
Concepts

Math Concepts
Place Value Non-Standard Units Variables Inequalities

Patterns Estimation Symbols Proportions

Number Grids Square Numbers Slope Variables

Whole Numbers Scatter Plots Pyramids Order of Operation

Integers Graphs Similarity Equivalence

Decimals Algebraic Expressions Volume Measurement

Fact Families Composite Polynomials Space

Standard Units Functions Equations Simplification

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Structure of Knowledge. Nature of
Concepts

Science Concepts
Adaptation Space Magnetism Origin

Biodiversity Seasons Pollution Erosion

Classification Resources Light Plants

Conservation Gravity Kinetic Animals

Ecosystems Physical Changes Sound Gravity

Genetics Chemical Changes Energy Sustainability

Growth Properties Conduction Organism

Habitat Heat Convection Living Nonliving

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Structure of Knowledge. Nature of
Concepts

Social Studies Concepts

Communication Freedom Citizenship Resources

Community Government Religion Spatial Organization

Conflict Justice Rights Neighbourhood

Cooperation Legislation Rules Diversity

Education Transportation Prejudice Settlement

Employment Artefacts Stereotypes Interest Groups

Migration Authority Networks Roles

Innovation Family Urbanization Society

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Structure of Knowledge. Nature of
Concepts

Language
Arts

Reading Writing Viewing Presenting Listening

What do you notice?

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Structure of Knowledge. Nature of
Concepts

MAcro-concepts give us breadth

MIcro-concepts give us depth

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Let us try this out:

Consider the standard:

Locate and describe the major river systems and discuss

the physical settings that supported permanent
settlement and early civilization.

What micro(related) concepts and macro(key

concept) concepts can you identify?

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