3-Hour Pull-Out

Curriculum of the 3-hour Pull-out Class

Concept-based curriculum

Conceptbased learning gives students a common theme to learn and discuss, while allowing for differing student ability levels, learning modalities, and interests.

Conceptbased curriculum and instruction is a threedimensional design model that frames factual content and skills with disciplinary concepts, generalizations and principles. Conceptbased curriculum is contrasted with the traditional twodimensional model of topicbased curriculum which focuses on factual content and skills with assumed rather than deliberate attention to the development of conceptual understanding and the transfer of knowledge. (Erickson)

Pedagogical shifts are necessary when teaching through conceptbased learning. Erickson suggests three such shifts:

  • Synergistic thinking requires curriculum that promotes the interplay of factual and conceptual thinking.

  • Transfer of knowledge and skills is a 21st Century skill that uses conceptual thinking to relate new knowledge to prior knowledge, to see patterns and connections, and apply generalizations and principles to global issues and contexts.

  • Social construction of meaning occurs when students think and solve problems collaboratively. (Erickson)

    Erickson, H. Lynn. "Conceptbased teaching and learning." MidAtlantic Association of IB World Schools, International Baccalaureate Organization, 2012. Web. 14 Oct 2013. 

Socratic Seminar or Socratic Circle

The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent. Students are given opportunities to "examine" a common piece of text, whether it is in the form of a novel, poem, art print, or piece of music. After "reading" the common text "like a love letter", open-ended questions are posed. Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue and not discussion/debate. Dialogue is exploratory and involves the suspension of biases and prejudices. Discussion/debate is a transfer of information designed to win an argument and bring closure. Americans are great at discussion/debate. We do not dialogue well. However, once teachers and students learn to dialogue, they find that the ability to ask meaningful questions that stimulate thoughtful interchanges of ideas is more important than "the answer."Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to "paraphrase" essential elements of another's ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the "eyes" and use each other names. This simple act of socialization reinforces appropriate behaviors and promotes team building.

Creative Problem Solving
Creative thinking is described as making and communicating connections to: think of many possibilities; think and experience in various ways and use different points of view; think of new and unusual possibilities; and guide in generating and selecting alternatives. Critical thinking is described as analyzing and developing possibilities to: compare and contrast many ideas; improve and refine ideas; make effective decisions and judgments; and provide a sound foundation for effective activities. SCAMPER SCAMPER is an acronym for useful list of words that can be applied as stimuli to make you think differently about the problem area. is concept-based curriculum? A concept is an idea that is timeless, abstract, broad, and can be shown through a variety of examples. Conflict, change and perspective are concepts. Examples of the concept change can be found in social studies (historical events), science (erosion), literature (characters) and mathematics (trading).