1.
Teaching Concepts
Kim Wartschow
Information taken from the book, Instructional Design, by
Smith & Ragan (2005).

2.
What is a concept?
According to the article, 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
symbol” (Merrill & Tennyson, 1977, p.
3).

3.
Examples of concepts:
Similar triangles
The backhand stroke (tennis)
Adhesion
Computers
And so much more!

4.
Types of concepts:
As the article tells us, there are types of
concepts.
Concrete concepts (known by their
physical characteristics)
Abstract concepts (know only as they fit
a particular definition

5.
What learners need to do:
When learning a concept, one needs to
generalize
Learners can overgeneralize; or
Learners can under-generalize

6.
Overgeneralization:
Learners who overgeneralize do not
discriminate between examples.
From the article: a young girl may learn
what a cow is and then call, “cow,” to
pictures of any large, four-legged animal
(moose, horse, zebra, etc.)

7.
Under-generalization:
Learners who under-generalize, as the
article tells us, may see a cow and think
that only black-and-white animals with
cow features are cows

8.
Inquiry Strategy:
“an exploratory strategy or a discovery
approach”
Learners discover the answers (often with
“yes” or “no” choices

9.
Expository Approach:
“presents the concept, its label, and its
criterial attributes earlier in the lesson
sequence”
“presents many examples and non-
examples; however, these instances follow
a discussion of a best example and how it
embodies the characteristics of the
concept.”

10.
Attribute Isolation:
“Pointing out the criterial attributes”
“Providing visual clues may be helpful”

11.
Feedback:
“Feedback should include and
explanation of why an instance is
classified as an example or non-example”

12.
Tips:
Analogies, mnemonics, imagery, and the
transfer of knowledge help learners to
remember

13.
What does this mean?
How does all of this information apply to
Physical Education?
How can I use teaching concepts in my
classes?

14.
The Pass:
Passes are used in almost all team sports
Basketball passes are used to create
movement and opportunity within the
game
Soccer passing is also used in the same
way

15.
The Pass:
For the sake of basketball and soccer, we
will say that a pass is the action of one
person sending the ball to another person
on their same team who is in a different
location on the court/field

16.
How to teach it:
Give audio and text definitions
Give video examples
Give live demonstrations and practice
Provide opportunity for application of
knowledge

17.
Application of Knowledge:
Why use a pass?
What is its purpose?
How could it be used?
What else could it look like/different
types of passes

18.
The Presentation:
Create an interactive presentation with a
character/characters that will pique
students’ interest
Give them opportunities to make choices
(“yes” or “no”)

19.
And that’s a wrap!
I hope you enjoyed learning about
concepts and how to teach them