byu idaho helping students develop conceptual understanding

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Friday, March 6, 15

OBJECTIVES1) 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

OBJECTIVES1) 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

OBJECTIVES1) 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

My view as a student...

Friday, March 6, 15

My view as a student...___perspective

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

culture

Friday, March 6, 15

culture culture

Friday, March 6, 15

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Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

So what?

Friday, March 6, 15

Concept Continuum

Friday, March 6, 15

Concept Continuum1. 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

Concept Continuum1. 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

Concept Continuum1. 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

healthy behaviors

the influence culture on healthy behaviors

Friday, March 6, 15

Concept Continuum1. 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

healthy behaviors

the influence culture on healthy behaviors

...figure out the

‘so what?’

Friday, March 6, 15

Concept Continuum1. 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

healthy behaviors

the influence culture on healthy behaviors

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

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

Friday, March 6, 15

Concept Continuum1. 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

healthy behaviors

the influence culture on healthy behaviors

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

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Sadducees &

Pharisees

Friday, March 6, 15

faith &

hope

Friday, March 6, 15

the Holy Ghost &

the Light of Christ

Friday, March 6, 15

Friday, March 6, 15

...your future students!

Friday, March 6, 15

Other redundant and/or complexly

related concepts in your anticipated content area?

Friday, March 6, 15

So what?

Friday, March 6, 15

-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

6 x 3 = ?Friday, March 6, 15

6 x 3 = ?Friday, March 6, 15

6x = 18

6 x 3 = ?Friday, March 6, 15

6x = 18

2x + 3 x + 74 3

_____ _____=

6 x 3 = ?Friday, March 6, 15

6 x 3 = 18

3x = 18

Friday, March 6, 15

-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

18

Friday, March 6, 15

18

Friday, March 6, 15

18

Friday, March 6, 15

18

3x = 18

Friday, March 6, 15

18

Friday, March 6, 15

18

Friday, March 6, 15

18

Friday, March 6, 15

18

3x + 2y = 18

Friday, March 6, 15

13 4

Friday, March 6, 15

13 4

Friday, March 6, 15

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

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

What’s hockey ?

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

In an example of ____ there is always ______

In an example of ____ there is often _____, but

that doesn’t really mean

anythingIn an example of ____

there is often _____, but that

doesn’t guarantee....

Friday, March 6, 15

Friday, March 6, 15

So what?

Friday, March 6, 15

We need to be aware of the characteristics of

these concepts.

Friday, March 6, 15

Friday, March 6, 15

‘Best’ example(s)

Friday, March 6, 15

‘Best’ example(s)

Impressionism

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Yes

Friday, March 6, 15

No

Friday, March 6, 15

Yes

Friday, March 6, 15

No

Friday, March 6, 15

Yes

Friday, March 6, 15

Friday, March 6, 15

Concept Attainment Strategy

(Bruner, Goodnow, & Austin, 1956)Friday, March 6, 15

Concept Attainment Strategy

(Bruner, Goodnow, & Austin, 1956)Friday, March 6, 15

Concept Attainment Strategy

(Bruner, Goodnow, & Austin, 1956)

- akin to inductive thinking- focusses on decision-making, categorization, & creation

Friday, March 6, 15

Concept Attainment Strategy

1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition

Jodi & Shara (Los Angeles)2015-@21centuryteachr

Friday, March 6, 15

Concept Attainment Strategy

1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition

Jodi & Shara (Los Angeles)2015-@21centuryteachr

Friday, March 6, 15

Concept Attainment Strategy

1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition

Jodi & Shara (Los Angeles)2015-@21centuryteachr

Friday, March 6, 15

Concept Attainment Strategy

1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition

Jodi & Shara (Los Angeles)2015-@21centuryteachr

Friday, March 6, 15

Concept Attainment Strategy

1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition

Jodi & Shara (Los Angeles)2015-@21centuryteachr

Friday, March 6, 15

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

Concept Attainment Strategy

1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition

Jodi & Shara (Los Angeles)2015-@21centuryteachr

Friday, March 6, 15

Concept Attainment Strategy

1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition

Jodi & Shara (Los Angeles)2015-@21centuryteachr

Friday, March 6, 15

Why does this work?

Friday, March 6, 15

-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

-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

-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

More on concept attainment...

@cultofpedagody --Jennifer GonzalesFriday, March 6, 15

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“ Sport?”

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“ Sport? ”

Friday, March 6, 15

Friday, March 6, 15

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114

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116

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123

Friday, March 6, 15

Friday, March 6, 15

So what?

Friday, March 6, 15

How can you make your

instruction more multimodal?

Why don’t we do more of this at the secondary level?

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

lugubrious antithesiscopious

capitulate dubioussanguineaccolade archaic

matriculateenigma

nefariousprodigious

Friday, March 6, 15

lugubrious antithesiscopious

capitulate dubioussanguineaccolade archaic

matriculateenigma

nefariousprodigious

Friday, March 6, 15

lugubrious antithesiscopious

capitulate dubioussanguineaccolade archaic

matriculateenigma

nefariousprodigious

Friday, March 6, 15

lugubrious antithesiscopious

capitulate dubioussanguineaccolade archaic

matriculateenigma

nefariousprodigious

Friday, March 6, 15

Thoughts?

Friday, March 6, 15

Thoughts?

Friday, March 6, 15

agri is use the soilaud means to listen

bene means good or wellcircum is to go around

corp is a bodydict...to say or speak

dur means long-lastingequ/equi mean the same

Friday, March 6, 15

How can you make your

instruction more multimodal?

Why don’t we do more of this at the secondary level?

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

Friday, March 6, 15

OBJECTIVES1) 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

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

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

Friday, March 6, 15

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Friday, March 6, 15

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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