#PYP: Sticky Learning: Moving from a Topic to a Conceptually based Central Idea

By Judy Imamudeen | May 12, 2018 | Comments 1 comment

As an early years teacher, it’s not hard to notice that so many national curriculums are “pushing down” learning skills and content knowledge. So a common traditional approach in preschools and kindergartens has been teaching the literacy and numeracy skills through topics. You teach an “Animals” unit, a “Farm” unit or a “Weather” themed unit. So when I was recently asked if I could help write a Central Idea for a unit on “sound” for nursery age students, it harkened back to those days for me. Since I know how difficult it can be to break those habits of thinking about teaching those skills through a topic, I thought there might be others out there who’d like to figure out how to take a topic and have it evolve into a conceptually-based unit and I decided to disentangle this approach in a blog post.

First of all, what is all the hubbub between a topic and a concept anyhow? Let’s just get that squared away before we go further. made-to-stick_quote

A classic definition of a concept is an enduring understanding that is broad enough that you can transfer it across disciplines and time. But I’d like to add that a concept is something that makes you think, makes you wonder, gets those neurons firing. A topic fades from your mind, just like a rainbow after a shower–it seemed lovely at the moment, but quickly disappears from your memory. You see that quote from Chip and Dan Heath–our goal whenever we write a Central Idea is nearly the same–an idea so profound that an individual could spend a lifetime learning about it. This is why the PYP makes such a fuss about developing conceptual knowledge and skills. Learning facts and skills without a context is a waste of time and often evaporates unless we make units that are “sticky”. Concepts are like a bad rash that won’t go away. Concepts get under our skin and stick with us and reappear in new contexts that broaden our perspectives.

I’d just like to say that writing a central idea is easier than you think, but first, it’s important to ask Why is this worth knowing and How does it connect to other learning? –This is especially true for younger students since they have limited life experience to draw upon. No matter what ideas you bring forward in the learning, this is where we start. In a previous post, #PYP: 3 Things to Consider when Evaluating a Programme of Inquiry, I reiterate the driving force behind the Written Curriculum, in which Central Ideas are developed to be engaging, relevant, challenging and significant. Here is how the IB defines them:

Engaging: Of interest to the students, and involving them actively in their own learning.

Relevant: Linked to the students’ prior knowledge and experience, and current circumstances, and therefore placing learning in a context connected to the lives of the students.

Challenging: Extending the prior knowledge and experience of the students to increase their competencies and understanding.

Significant: Contributing to an understanding of the transdisciplinary nature of the theme, and therefore to an understanding of commonality of human experiences.

Making the PYP Happen

So when writing a UOI, I start with related concepts. “Sound” is typically considered a topic all by itself and it would really narrow the learning experiences of students. However, if you add the related concepts, then it makes the unit more conceptually based. Taryn Bond Clegg shared a helpful list of these related concepts.

So, let’s have a think about concepts that sound is connected to…..

The concept of Pattern can examine sound relationships such as rhyme, rhythm, tone, and pitch. It’s also a great math link.

The concept of Properties can make a connection to materials and how it impacts the quality of sounds. This also makes a great math link for attributes and data.

The concept of Imagination is another one that could make for an engaging unit, as the students in this year group can interpret sounds and make images related to sounds they hear (Interpretation is another concept that might be relatable.)

So, looking at those related concepts, now it’s a matter of determining what’s relevant and worth knowing for your students. I’d choose one of those concepts and write a simple central idea–especially if they are 3-5 year-olds. Anything longer and more sophisticated is just “blah-blah language” (a term described by a 4-year-old to me once. Bless his heart.) The younger ones are constructing meaning, so let’s honor that’s where they are at developmentally.

Examples of UOIs that reframe this topic into a conceptually based learning unit might be:

Discovering patterns help us make sense of our world.

The properties of a material determine how it is used.

The interpretation of sounds can spark our imagination.

The intention is for students to construct the meaning of these concepts and we can embed the topic of “sound” in our lines of inquiry.

For example: Discovering patterns help us make sense of our world.

what is a pattern (form)–thinking about beat and rhythm
how we use sound to make patterns (function)
patterns in language (connection)–rhymes and poems
different ways we can change a pattern (change)–tone and pitch
patterns in our world (reflection)–sounds can be a learning lens for this

(I bet if I had a music or performing arts teacher sitting next to me, they’d be nudging me with more examples.)

For older students, we can expand this Central Idea:

Discovering patterns help us make sense of our world and spark our creativity.

*the and in that Central Idea invites students to move from exploration to creation of the concept of patterns because we would expect older students to be applying knowledge since they’ve probably already constructed a basic understanding of this concept.

However, I wouldn’t say that Central Ideas have to be lengthier or all about applying knowledge in upper-grade levels. They will likely come across concepts are entirely new, and there would be a danger of “overpacking” a Central Idea. More complex concepts might be biodiversity, government, and networks. We’d want central ideas to go deep, not wide, and yet provide for a multitude of student inquiries. Consider the challenges in teaching the following Central Idea:

The well-being of an ecosystem can be determined by its biodiversity.

If this is the first time that students are exposed to the concept of an ecosystem, then this will make for a challenging unit because the teacher will have to ensure that the students have that understanding of food webs before they can build upon it to get the concept of biodiversity. Make sure it has been explored in previous units or rewrite the Central Idea so that it’s simplified:

The growth of living things determines the well-being of an ecosystem.

The “blah-blah language” has been diluted and now the focus is developing a strong foundation. Hey, I heard you in the back of the room-Can you write biodiversity into a line of inquiry? No, I would caution it simply because you are adding another level of complexity and decreasing the chances that students feel confident to drive their learning.

I’m not sure if this helps in clarifying how to write concept-based Central Ideas but at least these ideas should get you started in writing units and hopefully empowers your approach to writing a central idea and a unit of inquiry. Remember: If a central idea “sticks” in your mind, then it’s probably worth spending time inquiring into.

Judy Imamudeen

Developing learners as leaders is my joy! I am committed and passionate International Baccaluearate (IB) educator who loves cracking jokes, jumping on trampolines and reading books. When I’m not playing Minecraft with my daughter, I work on empowering others in order to create a future that works for everyone.

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