This document discusses concept teaching, which refers to teaching specific concepts, the nature of concepts, and developing logical reasoning. There are two approaches to concept teaching - inductive and deductive. The inductive approach presents examples first before broader generalizations, while the deductive approach works from general theories to specific examples. Both approaches proceed through four primary phases: clarifying goals, illustrating examples, having students provide their own examples, and guiding self-reflection. The document provides guidance on selecting a concept and approach and engaging students throughout the process.

1. Teaching inTeaching in
ConceptConcept
By Kris TrairatanaBy Kris Trairatana
August 13, 2008August 13, 2008

2. Concept TeachingConcept Teaching
 Refers to the learning of specific concepts, theRefers to the learning of specific concepts, the
nature of concepts, or the development ofnature of concepts, or the development of
logical reasoning and critical thinkinglogical reasoning and critical thinking
 Be categorized into two approaches: inductiveBe categorized into two approaches: inductive
and deductive strategiesand deductive strategies
 Proceeds through four primary phases for eachProceeds through four primary phases for each
approachapproach

3. Inductive vs. InductiveInductive vs. Inductive
Inductive reasoningInductive reasoning (bottom up):(bottom up):
direct presentation of the concept first bydirect presentation of the concept first by
moving from specific observations to broadermoving from specific observations to broader
generalizations and theories (example to rule).generalizations and theories (example to rule).

4. Inductive vs. Inductive (cont.)Inductive vs. Inductive (cont.)
Deductive reasoning (Top-down):
examples/nonexamples and guided discovery
by working from more generals (theories) to
more specifics (rule to examples).

5. Process of Primary PhasesProcess of Primary Phases
 Clarify goals and conditionsClarify goals and conditions
 Illustrate examples and nonexamplesIllustrate examples and nonexamples
 Students provide examples and nonexamplesStudents provide examples and nonexamples
to demonstrate attainment of conceptto demonstrate attainment of concept
 Guide students to think about their ownGuide students to think about their own
thinking (examine their decisions,thinking (examine their decisions,
consequences of choices, how concept its inconsequences of choices, how concept its in
with bigger picture) by using both deductivewith bigger picture) by using both deductive
and inductive approaches or each one.and inductive approaches or each one.

6. Using Concept Teaching in ClassUsing Concept Teaching in Class
 Select Big Idea Concept and determine theSelect Big Idea Concept and determine the
best approach (deductive or inductive)best approach (deductive or inductive)
 Clarify aims/establish a “hook” to drawClarify aims/establish a “hook” to draw
students in…students in…
 Proceed through the selected approach usingProceed through the selected approach using
 Get students to demonstrate theirGet students to demonstrate their
understandingunderstanding
 Employ higher-level questioning andEmploy higher-level questioning and
discussion strategiesdiscussion strategies

7. ReferencesReferences
 Rodriguez, Mark A. (2006).Rodriguez, Mark A. (2006). Models of instructionModels of instruction..
Retrieved on August 10, 2008 fromRetrieved on August 10, 2008 from
http://www.csus.edu/indiv/r/rodriguezm/373bspring0http://www.csus.edu/indiv/r/rodriguezm/373bspring0
6/concept_teaching_instru_model.htm6/concept_teaching_instru_model.htm
 Trochim, William M.K. (2006).Trochim, William M.K. (2006). Deductive andDeductive and
inductive thinkinginductive thinking. Retrieved on August 10, 2008. Retrieved on August 10, 2008
fromfrom
http://www.socialresearchmethods.net/kb/dedind.phphttp://www.socialresearchmethods.net/kb/dedind.php