INSTRUCTION: A MODELS APPROACH CHAPTER 6 PRESENTATION The Concept Development Model FEB. 13, 2008

“ Understandings are built, not acquired.”

“ Understandings are built, not acquired.”

Definition Concept Development: A general idea or understanding that is derived from specific instances or occurences A thought or notion

Concept Development:

A general idea or understanding that is derived from specific instances or occurences

A thought or notion

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

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

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

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

“ To awaken, to encourage, and to stretch children’s abilities to think for themselves is the highest goal of education.”

“ To awaken, to encourage, and to stretch children’s abilities to think for themselves is the highest goal of education.”

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

Students:

Practice categorization

Listing, grouping, labeling, synthesizing

Articulate thoughts

Compare ideas with other students

Teachers:

Guide and facilitate learning

Provide opportunity for students to link main concepts

Building a Concept Figure 6.1 (p.109) HOT! Night Red Stove Match Fire Day Sun Puppy Green Ice Blue Car Kitten

Figure 6.1 (p.109)

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

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

Differentiating Instruction Structure & Implementation can be varied: Student groups Directions Pace of lesson Group students according to: Learning Abilities Learning Interests Learning Speeds

Structure & Implementation can be varied:

Student groups

Directions

Pace of lesson

Group students according to:

Learning Abilities

Learning Interests

Learning Speeds

Assessment Quality Number of items generated Self-Assessment Students explain decisions Short essays

Quality

Number of items generated

Self-Assessment

Students explain decisions

Short essays

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

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

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

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