Blog post by Rachel French
Published by Corwin Connect
Do you teach for conceptual understanding that transfers? Perhaps you refer to conceptual understandings as ‘Big Ideas,’ ‘Central Ideas,’ ‘Statements of Inquiry’ or ‘Generalizations.’ How many of these understandings are you aiming for in a unit? One? Three? I believe students are capable of more! Concept-Based Curriculum and Instruction promotes clear articulation of five to nine understandings for each unit, depending on the length and scope of the unit as well as the age of the students. If a unit warrants six to eight weeks of learning time, how could we possibly justify developing only one generalization?