Concept Based Curriculum

Concept-Based Curriculum

Introduction Throughout the learning process, children encounter different concepts that they begin to validate. Concept-based instruction lays out a foundation for students to organize their thought process, integrate new information, and identify new patterns, new situations, new concepts, and ideas. Curriculum has changed dramatically from one year to the next. Curriculum should be structured around different context areas, and experiences. Erikson (2002) describes a “conceptual lens” as a way of looking at how we frame learning experiences. She suggested that for students to be engaged, they must apply a conceptual lens.
Through concept-based learning, students will be able to answer why they are learning the concepts they are taught. In our text, it states, “A system design for curriculum raises the standard for what students should know” (Erikson 2002, p. 44). When a student is learning a new method, or subject, they should be able to:
Comprehend the information being taught, not just memorize it.
Compare and contrast to recognize the importance of certain content areas, and relate them to real life situations.
Meet content objectives by understanding the meaning behind what they are learning.
Make connections between various subjects.
Apply new learning to match the learner’s life.
Coherent Curriculum

One of the most effective ways for a student to learn is through a coherent curriculum. A coherent curriculum addresses the way the mind processes information. “A coherent curriculum is one that holds together, that makes sense as a whole; and it’s parts, whatever they are, are unified and connected by the sense of the whole” (Erickson 2002, p. 44). Curriculum should be smooth and have a well-paced progression. The brain will filter new information based on background knowledge, and how it is applied in a given situation. Educators play a role in designing coherent curriculum. To achieve coherence, they need to focus on prioritizing their student’s needs. Students should be allowed enough time to achieve the expectations that are being set. The teacher should support the rigor of the content with various texts, strategies, and modeling. A coherent curriculum should also be designed through collaboration and reflection from previous curriculums that were adopted.
Key understanding Erickson (2002) asserts that a coherent curriculum is cultivated around both “deep” and “felt” meanings. When a student comprehends and applies what they have learned, they are given an intrinsic reward. Deep meaning describes whatever drives or governs ones sense of purpose. When a curriculum is designed around the personal, emotional, and value-driven components that drive a student, the curriculum is more beneficial for the students. A unified curriculum supports quality teaching and learning to show unification. There are several key factors that support a deep understanding of curriculum. These include the following components:
Explanation- The student will explain in their own words how the content can be applied in their own life.
Exemplifications- The student will explain or give examples.
Justification- The student will offer evidence to support their answers.
Comparison and contrast- The student recalls prior knowledge, word analysis, and examples of new learning.
Contextualization- The student explores new relationships, decides what is important, and how to apply it.
Generalization- The student makes predictions and conclusions to better understand the content being taught. “Curriculum developers may assume that teachers know the essential understandings related to a topic. My experience has been that unless teachers consciously identify these understandings, they focus on the fact-based content as the end-point in instruction, and the conceptual level of understanding usually is not addressed” (Erickson 2002, p.49). Every year educators are asked to review traditional models of curriculum which emphasize fact-based memorization skills. These curriculums are cover factual information, but fail to identify key standards and objectives. There is a difference between a topic-centered and idea-centered curriculum. A topic centered curriculum focuses on memorization of facts with an assumption that the student will develop a deeper understanding of the skills that are taught. Idea centered curriculums focus on that deep understanding of conceptual ideas. “Specific topics become the building blocks for developing increasingly sophisticated ideas”(Erickson 2002, p. 51). In Figure 2.2, on page 52, Erickson (2002) gives an example of a fourth-grade teacher that is teaching the topic Early American settlers. She identifies critical facts related to this topic that her students will be taught, but she also understands that the topic will cover critical concepts that her students can use again and again. This topic covers migration, needs, freedom, and opportunity. Mrs. Jones adds these concepts into her lesson planning to form key conceptual ideas that will drive her teaching.
Conclusion
Curriculum design contains to change from one decade into the next. Traditional curriculum design has changed drastically to a more conceptual approach that teaches learners to identify and solve problems. When designing curriculum, educators need to look more closely at the meaning and implications of a concept-based curriculum.

References

Erickson, H.L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA., Corwin Press, INC.

References: Erickson, H.L. (2002). Concept-based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA., Corwin Press, INC.