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BYU Idaho Helping Students Develop Conceptual Understanding
The document outlines objectives for a learning activity or workshop, including: 1) Increasing understanding of concept research and how it relates to cognition, development, and teaching. 2) Exploring learning activities and strategies to improve student conceptual understanding. 3) Identifying relevant research and practices for one's teaching situation and articulating how they will be used in the next 3 years.
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BYU Idaho Helping Students Develop Conceptual Understanding
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- 2. OBJECTIVES 1) increase ourunderstanding 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 ourunderstanding 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 ourunderstanding 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 asa student... Friday, March 6, 15
- 6. My view asa student...___ perspective Friday, March 6, 15
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- 18. Concept Continuum 1. Selectthe 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. Selectthe 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. Selectthe 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. Selectthe 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. Selectthe 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
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- 25. Concept Continuum 1. Selectthe 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
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- 37. the Holy Ghost & theLight of Christ Friday, March 6, 15
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- 40. Other redundant and/or complexly relatedconcepts in your anticipated content area? Friday, March 6, 15
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- 42. -Using concrete conceptsto 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 6x 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 conceptsto 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
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- 52. 18 3x = 18 Friday,March 6, 15
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- 56. 18 3x + 2y= 18 Friday, March 6, 15
- 57. 13 4 Friday, March6, 15
- 58. 13 4 Friday, March6, 15
- 59. 13 4 -Presenting knowledgein 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
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- 68. In an exampleof ____ 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
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- 71. We need tobe aware of the characteristics of these concepts. Friday, March 6, 15
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- 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. wordsort 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
- 90. Concept Attainment Strategy 1. wordsort 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
- 91. Concept Attainment Strategy 1. wordsort 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
- 92. Concept Attainment Strategy 1. wordsort 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
- 93. Concept Attainment Strategy 1. wordsort 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 popularbeach 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
- 95. Concept Attainment Strategy 1. wordsort 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
- 96. Concept Attainment Strategy 1. wordsort 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
- 97. Why does this work? Friday,March 6, 15
- 98. -This results indeep 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 indeep 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 indeep 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 conceptattainment... @cultofpedagody --Jennifer Gonzales Friday, March 6, 15
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- 110. “ Sport? ” Friday,March 6, 15
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- 126. How can you makeyour instruction more multimodal? Why don’t we do more of this at the secondary level? Friday, March 6, 15
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- 135. agri is usethe 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 makeyour instruction more multimodal? Why don’t we do more of this at the secondary level? Friday, March 6, 15
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- 141. OBJECTIVES 1) increase ourunderstanding 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 ourunderstanding 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 ourunderstanding 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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- 146. 1) increase ourunderstanding 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