This is the "Paradigms" page of the "Concept-Basing Learning" guide.
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Last Updated: Jun 11, 2015 URL: Print Guide RSS Updates

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A quote symphony:  in which you select words or phrases that stood out to you, then share them aloud (with no further commentary)



On the playground, you always have choices.  While people are still reading, try to choose quiet or solitary play from the choices below, but as our time winds down, find other people to "play" with as you explore these ideas and process new thoughts.  


  • Brain dump:  What do you understand so far about concept-based learning?  What questions do you have?  What associations are you making?
  • Do some writing about where you see yourself as a teacher and a learner in these videos and readings.
  • Write a dialogue between yourself and one of the authors.  Make sure it's not just a lovefest.
  • Write a dialogue between your present self and some former you, discussing one or more text from this section.


  • Draw a picture or map of your brain and label it with parts.  Use labels from the readings or videos that you feel apply to you and/or make your own labels ("the black hole," "random central," etc.)
  • Create a timeline of your educational history, making connections to educational paradigms you've read about or heard about this morning, as well as types of thinking and learning you've exhibited as a teacher or student.  You can predict the future on this timeline as well!

Debate and Discuss

  • Find someone who has a different teaching background from you and talk until you can find a point from the readings or videos you disagree on.  Debate it.
  • Find someone who has a different thinking, learning, or teaching style from yours.  Try to help them understand how you learn better.
  • Which reading or video was the most boring/annoying/santimonious/obvious/or just plain wrong?  Prove it to someone else.  (And make your partner play devil's advocate!)
  • Share something you've written or created with someone else.  Ask for feedback and don't give up until they challenge your thinking.


In each library, you're welcome to make choices.  I'll bold the things I recommend everyone read, but if you've already read it, finish early, or it's not working for you, go ahead and choose something else!  And if you have ideas of other things to add, let me know!



Choosing your focus course or unit

Welcome to your thinking/creating studio!  Please set up one Google Doc to put all your studio work in, title it Last Name's Studio and share it with  This is where I'll go to see your progress and add questions and comments, and the combination of all four "studio" entries will be your final project.  No pressure--all works of art are in progress, and your studio is welcome to be messy and very much in progress.

To begin, reflect on the grade, course, and unit you'd like to focus on for the rest of this course.  In your studio time for this "paradigms" section, spend some time doing some reflective writing about some of these prompts:

  • Why does it make sense for you to start with this course/unit?
  • What has gone well for your students with this unit in the past?
  • When do you remember your students learning something important in this unit?
  • What aspects of traditional curriculum paradigms will you be trying to challenge?
  • What potential pitfalls will you be contending with?
  • How will you keep in mind your own learning style (and biases) and habits of teaching as you play with this new paradigm?
  • What are you most excited about as you move toward planning?


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