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Teaching Concepts

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Concept Teaching
Concept Teaching
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Teaching Concepts

  1. 1. Concept Learning <ul><li>by Dean Wentworth </li></ul>
  2. 2. What is a concept? <ul><li>A concept is a set of specific objects, symbols or events which are grouped together on the basis of shared characteristics and which can be referenced by a particular name or sumbol.(Merrill & Tennyson, 1977 p3) </li></ul>Examples: Computer House Adverb Theory y haiku profit cartoon forehand serve
  3. 3. Concept Attributes Relational- a quality that be used in explaining how the concept is like something else Functional- speaks to how something might work or what it’s use might be Intrinsic- non- varrying qualities that are generally obeservable and able to be pointed to
  4. 4. overgeneralization <ul><li>Be ware of overgeneralization. Once the characteristics have been laid out for a concept. Children may begin to over generalize and see anything with similar characteristics as the concept. This will take patience and additional correction and explaniation as to why the object is not the same as a concept leading to the understand of another concept. </li></ul>
  5. 5. Un-degeneralize <ul><li>Another beware. Children may also tend to believe that a concept can only have the characteristics and that they all must be the same in order to recall the concept. Again, explaniation and coaching may be needed tin order to explain that the concept may change in color, shape, etc. </li></ul>
  6. 6. How to teach it Inquiry Approach Also known as explatory or discovery approach approach using presented examples and non examples and lets students pick and choose the examples/non examples with instructional overview and correction Presented examples let discoverers create their own vision of the concept with the examples leading the discovery
  7. 7. How to teach it Expository Approach Again uses examples and non examples, but examples are followed discussion as it reletes to a chosen best example General attributes of concept are given earlier in the process Students are then encouraged to come up with their own examples
  8. 8. Steps for instruction Introduction Establish Instructional Purpose Preview Lesson Basic statement of the goal of the lesson for expository approach. Inquiry may not use this Overview of overall lesson and may be how the lesson is to proceed
  9. 9. Steps for instruction Body Recall Prior Knowledge Process information and examples Call upon previously learned concepts and general terms to bridge characteristics to new concept Use best example to show all attributes to be assocated with concept during lesson Focus Attention Using attribute isolation to point out specific attributes of concept; usage of visual cues may help
  10. 10. Steps for instruction Body Cont. Practice Usage of Learning Strategies Different levels of examples and non examples of concept with learners sometimes explaining reasoning for agreeing or disagreeing with presented <ul><li>Concept Trees </li></ul><ul><li>Analogies </li></ul><ul><li>Mnemonics </li></ul><ul><li>Imagery </li></ul>
  11. 11. Steps for instruction Conclusion Summarize and Review Transfer Knowledge It is helpful to restate concept and definition here as focus can be lost. Also review of information learned Learners should find their own examples to share Remodivate and Close Helping learners connect learned concept to daily life and explaining how this concept will relate to the next lesson can help
  12. 12. Steps for instruction Conclusion cont. Assessment of concept learning Feedback After assessment feedback is needed for learners to know mastery of concept has or has not happened Learner explaining why or why example meet the concept criteria, producing examples or catagorizing examples and non examples into appropriate piles are all xamples of assessment
  13. 13. Making it my own What I am planning on using this for in the immediate future is for a lesson at wot work on standards. I can explain what a standard is and use examples and non examples to get the points across. The ideas are a bit more abstract than the normal classroom ideas of concepts but the people I am dealing with are far above that level. I can then use pictures to view various standards and mix them with non standards in order to have employees show me what pictures represent standards.Day to day this should help them to keep in line with the standards they have learned about and make our clients happier.

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