Concept Learning

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Concept Learning

  1. 1. Michelle DeLaRosa
  2. 2. <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 symbol. (Merrill & Tennyson, 1977, p. 3) </li></ul>
  3. 3. <ul><li>computer </li></ul><ul><li>house </li></ul><ul><li>adverb </li></ul><ul><li>haiku </li></ul><ul><li>triangle </li></ul><ul><li>blue </li></ul><ul><li>Cold War </li></ul><ul><li>pulley </li></ul><ul><li>cumulus cloud </li></ul>
  4. 4. <ul><li>Concrete </li></ul><ul><ul><li>Known by their physical characteristics </li></ul></ul><ul><li>Abstract </li></ul><ul><ul><li>Are not identified by their appearance </li></ul></ul><ul><li>Sometimes concepts can fall into either category depending on the ability of the learner. </li></ul><ul><li>Classificatory </li></ul><ul><ul><li>Being able to recognize examples and nonexamples of the concept but not have the ability to tell why. </li></ul></ul><ul><li>Formal </li></ul><ul><ul><li>Can identify examples and non examples and tell why. </li></ul></ul>
  5. 5. <ul><li>Inquiry strategy </li></ul><ul><ul><li>Presents examples and nonexamples and then the learners discover the concept on their own. </li></ul></ul><ul><li>Expository approach </li></ul><ul><ul><li>Presents examples and nonexamples but is followed by a discussion where the best example’s attributes are described. </li></ul></ul><ul><ul><li>The learners are encouraged to develop their own examples. </li></ul></ul>
  6. 6. <ul><li>Using boldface type </li></ul><ul><li>Highlighting a new term </li></ul><ul><li>Using an unusual picture or humorous story </li></ul><ul><li>Describing the origin or history of the concept </li></ul><ul><li>Present the first set of examples and nonexamples </li></ul>
  7. 7. <ul><li>Giving great first examples that give all the attributes so that the learner has a complete understanding of the concept. </li></ul><ul><ul><li>Use a rational set generator </li></ul></ul><ul><li>Point out the critical attributes </li></ul><ul><ul><li>Called attribute isolation </li></ul></ul><ul><ul><li>Provide visual cues </li></ul></ul><ul><li>Give a matched nonexample </li></ul><ul><li>Practice </li></ul><ul><ul><li>Distinguish between examples and nonexamples </li></ul></ul><ul><ul><li>Produce their own examples </li></ul></ul>
  8. 8. <ul><li>Concept trees </li></ul><ul><ul><li>Graphic representations of a concept that show a relationship to other concepts </li></ul></ul><ul><li>Analogies </li></ul><ul><ul><li>Compares to items </li></ul></ul><ul><ul><li>May be instructed or found on their own </li></ul></ul><ul><ul><li>Helps make abstract concepts more concrete </li></ul></ul><ul><ul><li>Need to explain differences </li></ul></ul><ul><li>Mnemonics </li></ul><ul><ul><li>Used to remember verbal information by words or sayings </li></ul></ul><ul><li>Imagery </li></ul><ul><ul><li>Creating mental images </li></ul></ul>
  9. 9. <ul><li>Explain why it is or is not an example of the concept </li></ul><ul><li>Categorize examples and nonexamples, with or without an explanation </li></ul><ul><li>Produce their own examples </li></ul><ul><li>Can also be assessed on the ability to use the concept to draw inferences </li></ul><ul><li>Must be applied rather than recalled </li></ul>
  10. 10. <ul><li>A concept that will be taught for my final project will be using PowerPoint to create a slideshow. </li></ul><ul><li>I will show examples of good presentations (some that contain all the important elements) and some not so good presentations (some that are missing things) </li></ul><ul><li>I will use visuals and handouts to help explain how to create a slideshow. </li></ul><ul><li>After they practice they will have to create their own slideshow. </li></ul>
  11. 11. <ul><li>Material taken from Chapter 9: Strategies for Instruction Leading to Concept Learning in the book Instructional Design by Smith and Ragen </li></ul>

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