The way in which I teach: Using a concept-based teaching approach

Currently in grad school we've been reading various articles to help us better understand what it means to design our lessons around and teach in a more concept-based way. Having read "Understanding by Design" by Wiggins and McTighe and "Concept-Based Teaching and Learning" by Erickson, I was able to grasp a better understanding of what it means to design your lessons and teaching in a way that encourages deeper-thinking and understanding in your students. Some connections I found between the two are as follows:

• Both articles stressed the importance of teaching the overall concepts and principles versus fact memorization. As Erickson states, "Facts do not transfer. The are locked in time, place or situation. Knowledge transfers at the conceptual level as concepts, generalizations and principles are applied across...situations."
• Because time is of the essence and concept-based teaching can be more "time-consuming," it's important to carefully differentiate the "fluff" from the key concepts that will have enduring understanding (teach with INTENTION!)
• In both CBI and backwards design it is crucial for students to make connections to their learning. Not only does this increase motivation but also deepens their understanding as they are more likely to then apply it cross-culturally and from unit to unit.
• On that same note, using "transdisciplinary themes" and common essential questions (from unit to unit) allows students to transfer their learning and continuing deepening their understanding within that concept.
• Focusing on a central idea within the unit helps to guide the questioning and discussion within that concept. It's also very beneficial to have common central ideas in a vertically-aligned way (within multiple grade levels or even school-wide) as, again, students have multiple opportunities to build their schema as they connect their current learning to prior knowledge.
• The idea that resonated most with me is the idea of posting essential questions (vs. "this is what you will learn" goals) before beginning a new concept. These questions should be in student-friendly language and a variety of "factual, conceptual and debatable [questions] to engage interest and facilitate synergistic thinking," (Erickson, 2012).

Sorry for the "meaty" post...and on a Monday nonetheless! Whoofta.

Hopefully, though, you were able to pick out at least of the above and are able to apply them to your teaching in a way that will benefit you and your students! Have a great week :)