Chapter 1 From OB to CB model

一 Curriculumn Design (from an objective-based to a conceptual-based model)

• 1. Bloom's Taxonomy of Educational Objectives(1956)
  .differentiate levels of cognition from knowledge to evaluation
  .select verbs representing the six different cognitive levels in writing content objectives
• 2. Anderson and Krathwohl
  <A Taxonomy for Learning, Teaching and Assessing:A revision of Bloom's Taxonomy of Educational Objectives>(2001)
  .differentiate between Factual Knowledge and Conceptual Knowledge
  .explanation of Understanding: pattern and connection between new and prior knowledge; incoming knowledge is integrated with existing schema and cognitive frameworks.
• 3. Norman L. Webb(2005) developed a tool
  .understanding increasing Depth of Knowledge levels and designing related learning activities(relate process vebs to four levels of cognitive complexity)
  .more on verb driving an activity than on the transferable understanding of the idea to be realized
• 4. Lynn Erickson
  .coin the term CBCI <Stirring the head, heart and soul(2008)>
  .KUD conceptual model

二 The value of KUDs model in CB models

• teachers
  -move teachers along the continuum in understanding the difference between a topic-based versus the concept-based model for teaching and learning
  -shift the focus from covering facts and skills to using facts and skills to understand concepts and conceptual understandings.
  -create alignment between a concept-based pedagogy and the curriculum design that drives that pedagogy.
• students
  -factual knowledge and skills will be processed interactively and iteractively with a related concept or concepts when constructing personal meaning and understanding(synergistic thinking)
  -collaborative work groups will engage children in the social construction of meaning.
  -learning to think beyond the facts and transfer concepts and understandng expands the worldview of students(see patterns and connections, brain schemata)

三 Problems with traditional content objectives

problems
.fail to differentiate factual and conceptual levels
.not idea-centered. It takes a different thinking process to articulate a conceptual understanding versus stating a content or skill objective.

higher-order conceptual thinking abilities
-see patterns and connections
-categorize knowledge into conceptual schemata
-transfer concepts and conceptual understandings*

national curricula/academic standards(curriculum frameworks):
starting point for unpacking know, understand, and be able to do
local/school curricula*

The problem is that objectives formed by linking a specific topic to a particular verb do not ensure conceptual understanding.