Concepts in Context

1. Friday, March 6, 15

2. OBJECTIVES 1) increase our understanding of ‘concept’ research as it relates to human cognition, human development, & teacher practice 2) explore & experience a variety of learning activities & strategies designed to improve students’ conceptual understanding 3a) identify which elements of research & practice are most relevant to your anticipated content area/ teaching situation 3b) articulate when, where, & how you will utilize them over the next 3 years Friday, March 6, 15

3. OBJECTIVES 1) increase our understanding of ‘concept’ research as it relates to human cognition, human development, & teacher practice 2) explore & experience a variety of learning activities & strategies designed to improve students’ conceptual understanding 3a) identify which elements of research & practice are most relevant to your anticipated content area/ teaching situation 3b) articulate when, where, & how you will utilize them over the next 3 years Friday, March 6, 15

4. OBJECTIVES 1) increase our understanding of ‘concept’ research as it relates to human cognition, human development, & teacher practice 2) explore & experience a variety of learning activities & strategies designed to improve students’ conceptual understanding 3a) identify which elements of concept research & practice are most relevant to your anticipated content area/teaching situation 3b) articulate when, where, & how you will utilize them (the identiﬁed elements) over the next 3 years Friday, March 6, 15

5. My view as a student... Friday, March 6, 15

6. My view as a student...___ perspective Friday, March 6, 15

9. culture Friday, March 6, 15

10. culture culture Friday, March 6, 15

16. So what? Friday, March 6, 15

17. Concept Continuum Friday, March 6, 15

18. Concept Continuum 1. Select the content area that you feel most comfortable with. 2. Examine each of the concepts with your classmates. 3. Place each concept somewhere along the continuum either on or between concrete/ abstract . Friday, March 6, 15

19. Concept Continuum 1. Select the content area that you feel most comfortable with. 2. Examine each of the concepts with your classmates. 3. Place each concept somewhere along the continuum either on or between concrete/ abstract . healthy behaviors the inﬂuence culture on healthy behaviors Friday, March 6, 15

20. Concept Continuum 1. Select the content area that you feel most comfortable with. 2. Examine each of the concepts with your classmates. 3. Place each concept somewhere along the continuum either on or between concrete & abstract. healthy behaviors the inﬂuence culture on healthy behaviors healthybehaviors the inﬂuence culture on healthybehaviors Friday, March 6, 15

21. Concept Continuum 1. Select the content area that you feel most comfortable with. 2. Examine each of the concepts with your classmates. 3. Place each concept somewhere along the continuum either on or between concrete & abstract. healthy behaviors the influence culture on healthy behaviors healthybehaviors the influence culture on healthybehaviors ...figure out the ‘so what?’ Friday, March 6, 15

22. Concept Continuum 1. Select the content area that you feel most comfortable with. 2. Examine each of the concepts with your classmates. 3. Place each concept somewhere along the continuum either on or between concrete & abstract. healthy behaviors the inﬂuence culture on healthy behaviors healthybehaviors the inﬂuence culture on healthybehaviors SO WHAT? As a group...come up with 2 questions, observations, conjectures, etc. based on your continuum or your experience in schools. Friday, March 6, 15

23. 1. Is there (always) a clear deﬁnition of abstract vs. concrete? 2. What if we sorted and sifted ALL the concepts we are responsible for? Where would the majority of them fall? 3. Does a students’ mastery of concepts determine how abstract/concrete they are? 4. Should we teach concrete concepts before abstract, visa-versa or does it even matter? 5. Why are some students at the same age better at understanding abstract concepts than others? 6. Is education moving more towards abstract thinking or away from it? Friday, March 6, 15

25. Concept Continuum 1. Select the content area that you feel most comfortable with. 2. Examine each of the concepts with your classmates. 3. Place each concept somewhere along the continuum either on or between concrete & abstract. healthy behaviors the inﬂuence culture on healthy behaviors healthybehaviors the inﬂuence culture on healthybehaviors SO WHAT? As a group...come up with 2 questions, observations, conjectures, etc. based on your continuum or your experience in schools. Friday, March 6, 15

35. Sadducees & Pharisees Friday, March 6, 15

36. faith & hope Friday, March 6, 15

37. the Holy Ghost & the Light of Christ Friday, March 6, 15

39. ...your future students! Friday, March 6, 15

40. Other redundant and/or complexly related concepts in your anticipated content area? Friday, March 6, 15

42. -Using concrete concepts to introduce abstract concepts improves understanding. (Huebner, 2008) -Presenting knowledge in both concrete and abstract terms is more powerful than doing either in isolation. (Pashler et al., 2007) Friday, March 6, 15

43. 6 x 3 = ? Friday, March 6, 15

44. 6 x 3 = ? Friday, March 6, 15

45. 6x = 18 6 x 3 = ? Friday, March 6, 15

46. 6x = 18 2x + 3 x + 7 4 3 _____ _____ = 6 x 3 = ? Friday, March 6, 15

47. 6 x 3 = 18 3x = 18 Friday, March 6, 15

48. -Using concrete concepts to introduce abstract concepts improves understanding. (Huebner, 2008) -Presenting knowledge in both concrete and abstract terms is more powerful than doing either in isolation. (Pashler et al., 2007) Friday, March 6, 15

49. 18 Friday, March 6, 15

52. 18 3x = 18 Friday, March 6, 15

56. 18 3x + 2y = 18 Friday, March 6, 15

57. 13 4 Friday, March 6, 15

58. 13 4 Friday, March 6, 15

59. 13 4 -Presenting knowledge in both concrete and abstract terms is more powerful than doing either in isolation. -Using concrete concepts to introduce abstract concepts improves understanding. Friday, March 6, 15

64. What’s hockey ? Friday, March 6, 15

68. In an example of ____ there is always ______ In an example of ____ there is often _____, but that doesn’t really mean anything In an example of ____ there is often _____, but that doesn’t guarantee.... Friday, March 6, 15

71. We need to be aware of the characteristics of these concepts. Friday, March 6, 15

73. ‘Best’ example(s) Friday, March 6, 15

74. ‘Best’ example(s) Impressionism Friday, March 6, 15

80. Yes Friday, March 6, 15

81. No Friday, March 6, 15

83. No Friday, March 6, 15

86. Concept Attainment Strategy (Bruner, Goodnow, & Austin, 1956) Friday, March 6, 15

87. Concept Attainment Strategy (Bruner, Goodnow, & Austin, 1956) Friday, March 6, 15

88. Concept Attainment Strategy (Bruner, Goodnow, & Austin, 1956) - akin to inductive thinking - focusses on decision-making, categorization, & creation Friday, March 6, 15

89. Concept Attainment Strategy 1. word sort 2. sample scenario/case study 3. introduction of term/concept 4. students create a deﬁnition Jodi & Shara (Los Angeles)2015- @21centuryteachr Friday, March 6, 15

94. Along a popular beach are small plots, or spots of land where merchants set up tents to try to sell goods and where noblemen set up tents to eat meals, take naps, and enjoy the view. There are three times more merchants than there are noblemen. For the past 18 years, a merchant named Jeff has used plot #19 to sell his hand-carved seahorses. Prior to that, Jeff’s father used plot #19 to sell wooden carvings...as did his grandfather before him. Jeff and his family are well-known and well-respected amongst the merchants and laborers. One day a wealthy man named Stephen Stephenopolis the Third shows up and insists that Jeff move his carving tent off plot #19 immediately, because the lot belongs to the Stephenopolis family...and because Stephen needs a place to eat his lunch. He shows Jeff a 70- year-old document that appears to be a receipt for the Stephenopolis’ purchase of plot #19. Friday, March 6, 15

97. Why does this work? Friday, March 6, 15

98. -This results in deep learning because it is the way that human beings instinctively learn. (Silver, Strong, & Perini, 2007; Marzano, Pickering, & Pollock, 2001) -As we experience the world, we naturally organize things into categories based on common attributes. -Identifying similarities and differences and differences and generating/testing hypotheses result in signiﬁcant gains in student learning. Friday, March 6, 15

99. -This results in deep learning because it is the way that human beings instinctively learn. (Silver, Strong, & Perini, 2007; Marzano, Pickering, & Pollock, 2001) -As we experience the world, we naturally organize things into categories based on common attributes. -Identifying similarities and differences and differences and generating/testing hypotheses result in signiﬁcant gains in student learning. Friday, March 6, 15

100. -This results in deep learning because it is the way that human beings instinctively learn. (Silver, Strong, & Perini, 2007; Marzano, Pickering, & Pollock, 2001) -As we experience the world, we naturally organize things into categories based on common attributes. -Identifying similarities/differences and generating/ testing hypotheses are among the most effective learning strategies Friday, March 6, 15

101. More on concept attainment... @cultofpedagody --Jennifer Gonzales Friday, March 6, 15

109. “ Sport?” Friday, March 6, 15

110. “ Sport? ” Friday, March 6, 15

114. 114 Friday, March 6, 15

116. 116 Friday, March 6, 15

123. 123 Friday, March 6, 15

126. How can you make your instruction more multimodal? Why don’t we do more of this at the secondary level? Friday, March 6, 15

129. lugubrious antithesis copious capitulate dubious sanguine accolade archaic matriculate enigma nefarious prodigious Friday, March 6, 15

133. Thoughts? Friday, March 6, 15

134. Thoughts? Friday, March 6, 15

135. agri is use the soil aud means to listen bene means good or well circum is to go around corp is a body dict...to say or speak dur means long-lasting equ/equi mean the same Friday, March 6, 15

136. How can you make your instruction more multimodal? Why don’t we do more of this at the secondary level? Friday, March 6, 15

141. OBJECTIVES 1) increase our understanding of ‘concept’ research as it relates to human cognition, human development, & teacher practice 2) explore & experience a variety of learning activities & strategies designed to improve students’ conceptual understanding 3a) identify which elements of concept research & practice are most relevant to your anticipated content area/teaching situation 3b) articulate when, where, & how you will utilize them (the identiﬁed elements) over the next 3 years Friday, March 6, 15

142. 1) increase our understanding of ‘concept’ research as it relates to human cognition, human development, & teacher practice 2) explore & experience a variety of learning activities & strategies designed to improve students’ conceptual understanding 3a) identify which elements of concept research & practice are most relevant to your anticipated content area/teaching situation 3b) articulate when, where, & how you will utilize them (the identiﬁed elements) over the next 3 years http://padlet.com/curtisc/concept Friday, March 6, 15

143. 1) increase our understanding of ‘concept’ research as it relates to human cognition, human development, & teacher practice 2) explore & experience a variety of learning activities & strategies designed to improve students’ conceptual understanding 3a) identify which elements of concept research & practice are most relevant to your anticipated content area/teaching situation 3b) articulate when, where, & how you will utilize them (the identiﬁed elements) over the next 3 years http://padlet.com/curtisc/concept Back up plan-- email me at curtisc@essdack.org Friday, March 6, 15

146. 1) increase our understanding of ‘concept’ research as it relates to human cognition, human development, & teacher practice 2) explore & experience a variety of learning activities & strategies designed to improve students’ conceptual understanding 3a) identify which elements of concept research & practice are most relevant to your anticipated content area/teaching situation 3b) articulate when, where, & how you will utilize them (the identiﬁed elements) over the next 3 years http://padlet.com/curtisc/concept Back up plan-- email me at curtisc@essdack.org Friday, March 6, 15

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