Teaching Concepts


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Teaching Concepts

  1. 1. Teaching Concepts Kim Wartschow Information taken from the book, Instructional Design, by Smith & Ragan (2005).
  2. 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. 3. Examples of concepts: Similar triangles The backhand stroke (tennis) Adhesion Computers And so much more!
  4. 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. 5. What learners need to do: When learning a concept, one needs to generalize Learners can overgeneralize; or Learners can under-generalize
  6. 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. 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. 8. Inquiry Strategy: “an exploratory strategy or a discovery approach” Learners discover the answers (often with “yes” or “no” choices
  9. 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. 10. Attribute Isolation: “Pointing out the criterial attributes” “Providing visual clues may be helpful”
  11. 11. Feedback: “Feedback should include and explanation of why an instance is classified as an example or non-example”
  12. 12. Tips: Analogies, mnemonics, imagery, and the transfer of knowledge help learners to remember
  13. 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. 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. 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. 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. 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. 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. 19. And that’s a wrap! I hope you enjoyed learning about concepts and how to teach them
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