Wednesday 8 July 2015

The Structure of Knowledge

Have you ever wondered why the PYP is structured the way it is?  What is concept-based learning? I did! While constructivism, understanding by design, a transdisciplinary program and inquiry are probably the main components of the PYP, concept-based instruction is what is is all about. During the summer, I read a book called, "Concept-Based Curriculum and Instruction for the Thinking Classroom", by Lynn Erickson. It has given me a much deeper understanding of how the PYP is set up and what it is trying to do.  

Perhaps the most valuable chapter of the book for me was Chapter 2, The Structure of Knowledge. I am going to summarise it here for my own reference and for anybody who would like to understand how the PYP works in a little more depth. This was not covered in Making the PYP Happen, when I took it online in 2015.

Lynn Erikson (2007)
Theories are defined as explanations of the nature or behaviour of a specified set of phenomena based on the best evidence available (assumptions, accepted principles, procedures). Theories are supported by best evidence rather than absolute facts. Some examples are: The land ridge theory of early human migration, the VESPR theory in chemistry, or the big bang theory of the universe origin.

Principles or Generalisations are also known as enduring understandings, central ideas or essential understandings.  A Generalisation is two or more concepts stated in a relationship that meet these criteria: generally universal application, generally timeless, abstract (to different degrees), supported by different examples (situation). Generalisations must be tested against, and supported by the facts. They may need quantifiers (often, can, may) in the sentence if they are not always true. Some examples are: Organisms adapt to changing environments in order to survive, Individuals or events can create key turning points in history, Numbers can be added together in different ways to reach a common sum,  or The combined use of subtle and bold colors in a rendering can suggest complexity of emotion.

A Principle is also two or more concepts stated in a relationship, but they are considered the foundation "truths" of a discipline. Principles do not use quantifiers (often, may, can) in the sentence. Critical understandings in a discipline (e.g., the axioms of mathematics, or the laws of science). Like the universal generalisations, principles are referred to as "enduring or essential understandings" or as "big ideas" in educational circles. Some examples are: The supply and demand of goods and services affect cost, In the absence of forces, an object at rest will stay at rest, and an object moving at a constant velocity in a straight line will continue doing so indefinitely, Any straight line can be extended indefinitely in a straight line, and All right angles are congruent.

PYP Key Concepts - Lenses (whatedsaid.wordpress.com)


Concepts are often referred to as lenses, used to look through. The factual/conceptual integration of thinking should be a conscious design goal for curriculum and instruction. Concepts are mental constructs that "umbrella" different topical examples and meet these criteria: timeless, universal, abstract (to different degrees), different examples that share common attributes. Concepts do transfer. A higher level of abstraction than topics because of their generalisability. Concepts come at different levels of generality, abstractness and complexity. Examples are: System, Order, Habitat, Value or Linear function.

Topics organise a set of facts related to specific people, places, situations or things. Topics do not transfer. They are related to specific examples. Examples are: Ecosystems in the Amazon rain forest, The war in Iraq, The Pythagorean theorem or Picasso's paintings.

Facts are specific examples of people, places, situations or things. Facts do not transfer. They are locked in time, place or situation. Examples include: The tropical nature of the Amazon rain forest creating a dense rain forest or 2 + 2 = 4, 3 + 1 = 4.

I hope this helps you get your head around the PYP. The vast majority of the above information was gleaned from the source below.

Erikson H. L., 2007, Concept-Based Curriculum and Instruction for the Thinking Classroom, Corwin, CA.



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