{"id":142,"date":"2023-09-30T18:53:09","date_gmt":"2023-09-30T22:53:09","guid":{"rendered":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/?p=142"},"modified":"2023-10-11T16:16:07","modified_gmt":"2023-10-11T20:16:07","slug":"142","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/2023\/09\/142\/","title":{"rendered":"CBCI for the Thinking Classroom"},"content":{"rendered":"\n
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CBCI Key Points: <\/h2>\n\n\n\n

The main reasons behind Concept Based Curriculum and Instruction (CBCI) that influenced my teaching the most include the importance of creative thinking, making learning relevant, and learning through inquiry based education. <\/p>\n\n\n\n

Many educators, including myself, are concerned about subjects and education experiences are becoming limited due to the high pressure placed on standardized tests. This pressure to perform well on these tests often means students spend more time honing a specific set of skills, leaving less room for diverse and enriching learning experiences. Unfortunately, this narrow approach limits students\u2019 creativity and ability to make meaningful connections with the materials. Ron Richardt expresses how he believes the components of creative thinking plays a role in critical reflection and problem solving skills. He believes that creative thinking, innovation, exploration leads to sharper critical thinking and problem-solving skills; which is more relevant to our world.<\/p>\n\n\n\n

CBCI also emphasizes the importance of balance between the structure of processes and the structure of knowledge. Misconceptions hinder our learning, which is why educators must make learning relevant and ensure genuine understanding of materials, rather than rote learning and memorization. Effective lessons captivate students, enhance motivation, and facilitate memorable learning experiences. CBCI\u2019s emphasis on this balance is imperative to creating effective lessons. <\/p>\n\n\n

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Lastly, CBCI stresses the importance for students to develop their understanding by exploring ideas, analyzing evidence and seeking connections.  This advocates for an inquiry-based educational approach and shifts the emphasis on what students know to what they can learn and comprehend. This is referred to as KUDs- Knowledge, Understanding, Skills.  Students are able to sharpen their critical thinking skills and become active learners by encouraging them to question and analyze through a nurturing sense of curiosity. <\/p>\n\n\n\n

I have positive interactions with CBCI, prior to knowing there is a term for this. The strongest memory I have is in my senior year of high school, I researched the inequalities in Cincinnati Public Schools for my capstone project. During the semester, I collected data about funding, extracurricular activities, and state testing scores. I frequently met with my teacher for feedback and a new perspective on my topic. I was enthusiastic about this project because I was able to pick something I was interested in and guide my research through my interests. I spent more time on this project than I did other homework at the time, because of my engagement. I even recall being excited to present at the end of the semester. I believe that inquiry based learning was helpful in my learning process. <\/p>\n\n\n\n

Unit Plan<\/h2>\n\n\n\n

Title: <\/strong>Welcome Home Habitat Heroes<\/p>\n\n\n\n

Standard: 1.LS.2: <\/strong>Living things survive only in environments that meet their needs.<\/p>\n\n\n\n

Objectives: <\/strong><\/p>\n\n\n\n

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  1. By the end of the lesson, students will be able to name eight habitats <\/strong>based on the description or picture 8\/8 times<\/li>\n\n\n\n
  2. By the end of the lesson, students will demonstrate an understanding of the key characteristics<\/strong> in each habitat. Some examples include; the climate, types of animals that live there, and land features through discussions and drawings 8\/8 times. <\/li>\n\n\n\n
  3. As a summative assessment, students will be able to choose one habitat<\/strong> that they would like to live in and explain why using the traits from the habitat. <\/li>\n<\/ol>\n\n\n
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    Summary: <\/strong>I will employ the principles of CBCI in my first grade unit on habits. I plan on engaging students in an interactive read aloud from the book Welcome Home Bear,\u201d <\/em> on day one. We will explore a new habitat everyday such as aquatic, forest, and arctic environments. The students will work together on projects throughout the unit, taking a collaborative pedagogical approach. On the 10th day, the students will write about which habitat they would like to live in and why as a summative assessment. This will ensure the students are  learning about different habitats while developing their critical thinking and communication skills. The concepts addressed include writing and creative thinking. <\/p>\n\n\n\n

    Challenges: <\/strong>There are a few challenges I anticipate ahead. Firstly, I want to create exit tickets for every habitat to gauge their understanding before progressing to the next habitat. I would also have to carve time in the beginning of each lesson to review the misconceptions from the previous day. I also am searching for a user-friendly and age-appropriate website that uses AI technology to photoshop them in their favorite habitat. <\/p>\n\n\n\n

    TCE Threshold<\/h2>\n\n\n\n

    One of the TCE thresholds that this unit plan addresses is that both teachers and students have empowerment\/agency. This impacts my student\u2019s lives and larger social issues because it will integrate the significance of conserving habitats to safeguard the wildlife and ecosystems they support. The preservation of these environments is imperative, and I believe by conveying the importance of them, that students will feel motivated to participate in preservation efforts. I believe that teachers, parents, and students understand the importance of conserving our planet. I also believe it would be beneficial to learn from firsthand experiences of people who have visited the habitats. <\/p>\n\n\n\n

    Another TCE threshold concept is that the curriculum is co-constructed. As a teacher, I am responsible for learning about the habitats alongside my students. I can achieve this by researching firsthand experiences shared by others, as I haven’t personally visited each of these environments.  One limitation I anticipate is that I have some students who have only encountered one habitat. This potentially makes it more challenging for them to grasp the differences among various habitats. To overcome this, I plan on building upon their prior knowledge from our zoo trip early in the school year, and showing them engaging visuals, photos, and videos. <\/p>\n\n\n\n

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    @edutopia @NSTA<\/p>\n<\/div>","protected":false},"author":8053,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[3],"tags":[23,22],"class_list":["post-142","post","type-post","status-publish","format-standard","hentry","category-concept-based-curriculum-and-instruction","tag-tce623","tag-exemplaryteaching"],"aioseo_notices":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/posts\/142","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/users\/8053"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/comments?post=142"}],"version-history":[{"count":0,"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/posts\/142\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/media?parent=142"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/categories?post=142"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/wp-json\/wp\/v2\/tags?post=142"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}