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Concept Development Model
Basketball
Kathryn Finley
List as Many Items as Possible That are Associated With Basketball
1
2 3
4 5
6 7
8 9 10
11 12
13 14
15
16
17
Words
• Basketball
• Hoop
• Backboard
• Play board
• Shoes
• Athletes
• Jersey
• Indoor court
• Outdoor court
• Dunk
• Free throw
• 3 pointer
• Turnover
• Foul
• Technical foul
• Offensive foul
• Air Jordans
• Zone defense
•Lay up
•Defense
•Guarding
•Box out
•John Wooden
•Shot clock
•Score board
•Jump
•Game winning shot
•Swagger
•Tall People
•Coach
•Fans
•Point guard
•Forward
•Post
•Guard
•Team
•Yell
•Plays
•Practice
•And one
•Block
•Charge
•Run the clock
•Half court press
•In the paint
•Double dribble
•Assist
•Jump Ball
•Tip off
•LeBron James
•Kobe Bryant
•Whistle
•Man-to-man defense
Label the Groups by Defining the Reasons for
Grouping
Example groupings:
People: images 5,7,11,12,13,14,15,17
Movements performed: images 7, 11, 13,14,15
Gear: images 1,8,10
Ways to score: dunk, free throw, 3 pointer, lay up.
Strategies: full court press, run out the clock, zone or “man-to-man.”
I would have the students make lists using both images and words/
terms associated with basketball depending on if they were
presented with picture form in advance or from the list of words/
terms associated with basketball.
Regroup or Subsume Individual Items
or Whole Groups Under Other Groups
• During this step I would have students review
groupings and suggest regrouping, combining or
adding groups together.
• Encourage students to develop alternate ways of
looking at concepts and suggesting different
groupings.
• Encourage students to create groups that are not
immediately obvious.
• Have students break into groups and generate
additional terms and groupings, and present their
most original/creative grouping.
Synthesize the Information by Summarizing the
Data and Forming Generalizations
• I will ask the class to review groupings that they
came up with and make an overall or general
statement about basketball in one sentence.
• Ask the students to point out any conflicting ideas.
• Provide example generalizations to students and ask
them for their generalizations about basketball.

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Basketball- Concept Development Powerpoint

  • 2. List as Many Items as Possible That are Associated With Basketball 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
  • 3. Words • Basketball • Hoop • Backboard • Play board • Shoes • Athletes • Jersey • Indoor court • Outdoor court • Dunk • Free throw • 3 pointer • Turnover • Foul • Technical foul • Offensive foul • Air Jordans • Zone defense •Lay up •Defense •Guarding •Box out •John Wooden •Shot clock •Score board •Jump •Game winning shot •Swagger •Tall People •Coach •Fans •Point guard •Forward •Post •Guard •Team •Yell •Plays •Practice •And one •Block •Charge •Run the clock •Half court press •In the paint •Double dribble •Assist •Jump Ball •Tip off •LeBron James •Kobe Bryant •Whistle •Man-to-man defense
  • 4. Label the Groups by Defining the Reasons for Grouping Example groupings: People: images 5,7,11,12,13,14,15,17 Movements performed: images 7, 11, 13,14,15 Gear: images 1,8,10 Ways to score: dunk, free throw, 3 pointer, lay up. Strategies: full court press, run out the clock, zone or “man-to-man.” I would have the students make lists using both images and words/ terms associated with basketball depending on if they were presented with picture form in advance or from the list of words/ terms associated with basketball.
  • 5. Regroup or Subsume Individual Items or Whole Groups Under Other Groups • During this step I would have students review groupings and suggest regrouping, combining or adding groups together. • Encourage students to develop alternate ways of looking at concepts and suggesting different groupings. • Encourage students to create groups that are not immediately obvious. • Have students break into groups and generate additional terms and groupings, and present their most original/creative grouping.
  • 6. Synthesize the Information by Summarizing the Data and Forming Generalizations • I will ask the class to review groupings that they came up with and make an overall or general statement about basketball in one sentence. • Ask the students to point out any conflicting ideas. • Provide example generalizations to students and ask them for their generalizations about basketball.