{"id":1099,"date":"2024-09-28T14:13:50","date_gmt":"2024-09-28T18:13:50","guid":{"rendered":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/?p=1099"},"modified":"2024-09-28T14:13:52","modified_gmt":"2024-09-28T18:13:52","slug":"from-cbci-to-success-in-the-modern-world","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/2024\/09\/from-cbci-to-success-in-the-modern-world\/","title":{"rendered":"From CBCI to success in the modern world"},"content":{"rendered":"\n
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CBCI For the Modern Classroom<\/span><\/div>\n\n\n\n

What is CBCI?<\/h2><\/div>\n\n\n\n

As an educator interested in encouraging student depth of understanding and involvement in society, Concept Based Curriculum and Learning (CBCI) is a valuable strategy. CBCI is a three-dimensional approach to teaching that encourages growth of students\u2019 thinking\u00a0 ability and grasp of concepts. CBCI measures student\u2019s knowledge, skill, and understanding.<\/em> Understanding is the key here, most teaching focuses on student knowledge and ability to do<\/em>, but often does not ensure that students understand the concept deeply, ensuring a transfer of knowledge to other content areas. This portion is most important because in today\u2019s technological age, traditional facts that used to fill students incorrectly seen as empty vessels, can be accessed with the click of a button. What students need to be successful in society today is deep conceptual knowledge and an understanding of how these concepts work interdisciplinarily. In the \u201creal world\u201d people are not constrained to content areas; ideas, concepts, and understandings are fluid and related across all areas of learning.<\/p>\n\n\n\n

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The above video offers a good introduction to CBCI if you would like to explore further<\/p><\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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CBCI points of Influence<\/h2><\/div>\n\n\n\n

As I began exploring Concept Based Curriculum and Instruction (CBCI) I was first struck and inspired by the following integral aspects to the discipline:<\/p>\n\n\n\n

Three-dimensional teaching. This is the idea that students, in order to succeed in this modern world, need more than to just know facts, and be able to perform a skill, but need to go a step further to understand things conceptually. This is the idea that they will be able to perform independently of their teacher and classroom, and, see the connections of concepts being taught between disciplines. When teaching in a three-dimensional model (or using a theory of KDU–Know, Do, Understand) students are not only developing a depth of knowledge, but also a breadth. <\/p>\n\n\n\n

To extend upon the idea of teaching depth alongside breadth, the second concept I was struck by is the action of synergistic thinking. CBCI cannot exist independent of thinking, we must be actively involved in the action of thinking and synergistic thinking is a deep part of this concept as it ties together lower and higher levels of thinking and learning. This method of teaching and thinking helps encourage and develop intellect while simultaneously, or rather due to<\/em> an increase in motivation. These deeper levels of thinking encourage students to make personal connections to the information being learned, thus increasing the desire<\/em> for intellect so their engagement can <\/em>deepen.  <\/p>\n\n\n\n

Finally, the practice of inquiry learning. The teacher provides guiding questions to accomplish understanding. While deductive inquiry is necessary and appropriate at times, CBCI encourages the practice of inductive inquiry learning. This important practice plays a pivotal role in student led (teacher guided) education. Inductive inquiry learning allows students to discover and acquire understanding independently and therefore maintain this understanding and depth. The visual aide included helps us understand how we can encourage students to think freely and deeply through the introduction and practice of inquiry thinking.<\/p>\n\n\n\n

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