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Concept Development

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  • 1. INSTRUCTION: A MODELS APPROACH CHAPTER 6 PRESENTATION The Concept Development Model FEB. 13, 2008
  • 2.
    • “ Understandings are built, not acquired.”
  • 3. Definition
    • Concept Development:
      • A general idea or understanding that is derived from specific instances or occurences
      • A thought or notion
  • 4. In Other Words …
    • Individuals acquire vocabulary in relationship to concepts
      • If you understand a concept, any unknown words will be given meaning through what is already understood
      • If the concept is not understood, a word’s meaning will be forgotten within a few days
  • 5. The Mind is Like a Room of Filing Cabinets
    • There are thousands of files
    • Each file represents a concept
    • Each file (concept) needs a label (word)
    • Concept Development
      • Extends & Refines the information in our files
  • 6.
    • “ To awaken, to encourage, and to stretch children’s abilities to think for themselves is the highest goal of education.”
  • 7. Utilizing Concept Development
    • Students:
        • Practice categorization
          • Listing, grouping, labeling, synthesizing
        • Articulate thoughts
        • Compare ideas with other students
    Concrete Objects    Complex Ideas
    • Teachers:
        • Guide and facilitate learning
        • Provide opportunity for students to link main concepts
  • 8. Building a Concept
    • Figure 6.1 (p.109)
    HOT! Night Red Stove Match Fire Day Sun Puppy Green Ice Blue Car Kitten
  • 9. Steps in Concept Development
    • List as many items as possible that are associated with the subject
    • Group the items because they are alike in some way
    • Label the groups by defining the reasons for grouping
    • Regroup or subsume individual items or whole groups under other groups
    • Synthesize the information by summarizing the data and forming generalizations
    • Evaluate students’ progress by assessing their ability to generate a wide variety of items and to group those items flexibly
  • 10. Differentiating Instruction
    • Structure & Implementation can be varied:
      • Student groups
      • Directions
      • Pace of lesson
    • Group students according to:
      • Learning Abilities
      • Learning Interests
      • Learning Speeds
  • 11. Assessment
    • Quality
    • Number of items generated
    • Self-Assessment
      • Students explain decisions
    • Short essays
  • 12. Benefits of Concept Development
    • Extending & refining knowledge
        • Gaining additional points of view
    • Generating original ideas
        • 4-5 times in a group, student can perform on own
    • Reading & extracting meaning
        • Understanding a concept increases overall uderstanding
    • Problem solving
        • Learning about others’ experiences can help solve your own problems
    • Writing unified paragraphs and papers
        • A paragraph is a series of sentences developing 1 topic
        • Understanding a concept helps build proper paragraphs
  • 13. Web Resources
    • Biology Concept Development
      • http://www.csus.edu/indiv/m/mcvicerb/marinebioproject.htm
    • Concept Development:
      • http://fac-staff.seattleu.edu/kschlnoe/web/TLU/process.html
    • Concept Mapping
      • http://classes.aces.uiuc.edu/ACES100/Mind/CMap.html
    • English Language Development
      • http://coe.sdsu.edu/people/jmora/MoraModules/EDUInstruction.htm
    • The Three Thinking Strategies – Hilda Taba
      • http://www.mcps.k12.md.us/departments/oipd/mspap/reading/LookingAtConRCL.pdf

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