Concepts and Conceptual Lens

Structure of Knowledge

Conceptual Lens:
A conceptual lens (focus concept) forces thinking to the integration level. Students see patterns and connections at a conceptual level as they relate the topic to the broader study framed by the lens.

H. Lynn Erickson, Concept Based Curriculum and Instruction

Concept:
One or two word concepts are timeless, abstract or broad. Concepts may be very broad macroconcepts such as change, system, or interdependence; or they may be more topic specific, such as organism, habitat, or government.

Concepts integrate thinking and allow for the transfer of knowledge.

Concepts provides a relevant focus for content study.

Concepts facilitate the transfer of knowledge.

Concepts create a brain schema for processing new information.

Concepts are:

Abstract: Concepts stimulate higher level thinking by causing students to rise above the fact base to gain understanding.
Timeless: Concepts remain constant even though the fact base that supports the concepts may change over time.
Universal: Concepts can be applied across the fields of knowledge.

H. Lynn Erickson, Concept Based Curriculum and Instruction

Topics/Facts: 
A category of study that implies a body of related facts to be learned. Study that is focused on topics, without a conceptual lens, results in memorization and surface understanding rather than integrated thinking and deep understanding.

- A complete listing of all documents and related web pages for working with the Unit Maps is located on the Curriculum and Instruction Mapping Tools web page.

- If you have any comments or suggestions regarding the information on this page, contact your campus curriculum council member, a curriculum integration specialist, or Robert_Autrey@roundrockisd.org.