Concept-Based Curriculum and Instruction
Concept-Based Mathematics Pre-K to 12
Jennifer Chang-Wathall offers a variety of services from one to five-day face to face workshops and school partnerships providing courses to support the implementation of a concept based and inquiry led curriculum. She also delivers four-week long online Concept-Based Mathematics courses for pre-K to 12 educators. As a qualified DISC trainer and Performance Coach she assists schools with leadership development, management training, conflict management, team building and promoting effective communication in the workplace. She is also an international keynote speaker at conferences around the world. Jennifer has conducted numerous IB workshops and acted as an IB Field Representative to support new IB schools in implementing the International Baccalaureate Diploma programme. Below are some examples of workshops she has facilitated.
Please contact her email firstname.lastname@example.org for more information about how to tailor these
workshops to your context.
School Partnerships to Support Continuing Professional Development
In order to have a true impact on student learning, the process of planning, implementing, and evaluating a concept-based curriculum requires
an ongoing, well- thought out professional development strategy which supports teachers' growth. Jennifer regularly partners with schools to
co-create a professional development plan that addresses the specific context of the school. Partnerships vary from six months to a period
of several years.
Concept-Based Curriculum and Instruction for the Thinking Classroom Pre-K to 12
In this workshop the following questions will be addressed:
How is knowledge structured and how can we utilize that structure to develop the intellect?
How can we move to a three-dimensional curriculum and instruction model that allows us to compact the overloaded curriculum, and teach both factual and conceptual knowledge with greater depth and rigour?
What is a conceptual lens and how can we use it to develop higher levels of thinking and increased motivation for learning?
How can we design instruction to achieve synergistic thinking between the factual and conceptual levels of knowledge and understanding?
How do we scaffold thinking to deeper levels?
How do we develop different kinds of guiding questions to path student thinking from the factual to the conceptual level of understanding?
What is the difference between an Activity and a Performance of Deep Understanding?
What does concept-based instruction “look like” in the classroom?
Concept-Based Mathematics: Teaching for Deep Understanding Pre-K to 12 Level 1 and Level 2
Traditional curriculum focuses on rules and procedures with little understanding of the conceptual relationships of mathematics—and mathematics is a language of conceptual relationships. Traditional curriculum assumes the deep understanding of concepts and fails to teach for transferability or to consider context.
With the exponential growth of information and knowledge, students need to move to a higher level of abstraction. We need to develop students’ ability to critically think and reason, in order to solve complex problems and create new ideas.
This workshop will address the following questions:
Why is it important for students to learn conceptually?
What are the facts, processes and concepts in mathematics?
How do I craft generalizations in mathematics?
How do I plan units of work for concept-based mathematics curriculum?
How do I captivate and engage students? Practical strategies for the classroom?
How do I integrate technology to foster conceptual understanding?
Inquiry and Concept-Based Thinking Pre-K to 12
This workshop looks at the Concept-Based Curriculum and Instruction framework and the use of inquiry to support conceptual understanding.
The following questions will be addressed:
What is inquiry?
What is an inquiry mindset?
How do we use conceptual lenses and guiding Questions?
What are the different inquiry models?
What are the levels of inquiry?
How do we design learning engagements that utilize the power of inquiry and focus on conceptual understanding?
Embedding the Effective Use of Technology in the Classroom Pre-K to 12
This workshop looks at the multitudes of technological opportunities that teachers can provide for their students.
The following questions will be addressed in this workshop:
How can technology enhance understanding of the concepts of a discipline?
How do you ensure innovative uses of technology enhance learning?
What are some effective technological tools that are used around the world?
How do you implement a laptop programme effectively?
How do you ensure students use technology appropriately?
Approaches to Teaching and Learning for the 21st Century Pre-K to 12
This workshop looks at the of the pedagogical approaches to prepare students for the 21st Century.
The following questions are addressed:
How do we prepare our students for the 21st Century?
What skills do we need to develop in our students to be successful global citizens?
What pedagogical principles help foster development of 21st Century skills?
Differentiated Curriculum and Instruction Pre-K to 12
What does a differentiated classroom look like? How do we cater for the needs of all of our students?
This workshop will cover the following elements:
Principles of differentiated instruction
Strategies and tools for a differentiated classroom
Designing differentiated curriculum and instruction
Formative and Assessment assessment strategies