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Concept Development

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Concept Development

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

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