BYU Idaho Helping Students Develop Conceptual Understanding
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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
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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
![Page 4: BYU Idaho Helping Students Develop Conceptual Understanding](https://reader030.fdocuments.us/reader030/viewer/2022032421/55a76e9e1a28abdf438b47d1/html5/thumbnails/4.jpg)
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
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My view as a student...
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My view as a student...___perspective
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culture
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culture culture
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So what?
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Concept Continuum
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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 .
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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
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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
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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?’
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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.
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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?
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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
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Sadducees &
Pharisees
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faith &
hope
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the Holy Ghost &
the Light of Christ
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...your future students!
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Other redundant and/or complexly
related concepts in your anticipated content area?
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So what?
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-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)
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6 x 3 = ?Friday, March 6, 15
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6 x 3 = ?Friday, March 6, 15
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6x = 18
6 x 3 = ?Friday, March 6, 15
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6x = 18
2x + 3 x + 74 3
_____ _____=
6 x 3 = ?Friday, March 6, 15
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6 x 3 = 18
3x = 18
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-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)
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18
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18
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18
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18
3x = 18
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18
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18
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18
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18
3x + 2y = 18
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13 4
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13 4
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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.
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What’s hockey ?
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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....
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So what?
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We need to be aware of the characteristics of
these concepts.
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‘Best’ example(s)
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‘Best’ example(s)
Impressionism
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Yes
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No
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Yes
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No
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Yes
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Concept Attainment Strategy
(Bruner, Goodnow, & Austin, 1956)Friday, March 6, 15
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Concept Attainment Strategy
(Bruner, Goodnow, & Austin, 1956)Friday, March 6, 15
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Concept Attainment Strategy
(Bruner, Goodnow, & Austin, 1956)
- akin to inductive thinking- focusses on decision-making, categorization, & creation
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Concept Attainment Strategy
1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition
Jodi & Shara (Los Angeles)2015-@21centuryteachr
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Concept Attainment Strategy
1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition
Jodi & Shara (Los Angeles)2015-@21centuryteachr
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Concept Attainment Strategy
1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition
Jodi & Shara (Los Angeles)2015-@21centuryteachr
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Concept Attainment Strategy
1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition
Jodi & Shara (Los Angeles)2015-@21centuryteachr
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Concept Attainment Strategy
1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition
Jodi & Shara (Los Angeles)2015-@21centuryteachr
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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.
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Concept Attainment Strategy
1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition
Jodi & Shara (Los Angeles)2015-@21centuryteachr
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Concept Attainment Strategy
1. word sort2. sample scenario/case study3. introduction of term/concept4. students create a definition
Jodi & Shara (Los Angeles)2015-@21centuryteachr
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Why does this work?
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-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.
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-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.
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-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
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More on concept attainment...
@cultofpedagody --Jennifer GonzalesFriday, March 6, 15
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“ Sport?”
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“ Sport? ”
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114
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116
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123
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So what?
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How can you make your
instruction more multimodal?
Why don’t we do more of this at the secondary level?
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lugubrious antithesiscopious
capitulate dubioussanguineaccolade archaic
matriculateenigma
nefariousprodigious
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lugubrious antithesiscopious
capitulate dubioussanguineaccolade archaic
matriculateenigma
nefariousprodigious
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lugubrious antithesiscopious
capitulate dubioussanguineaccolade archaic
matriculateenigma
nefariousprodigious
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lugubrious antithesiscopious
capitulate dubioussanguineaccolade archaic
matriculateenigma
nefariousprodigious
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Thoughts?
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Thoughts?
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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
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How can you make your
instruction more multimodal?
Why don’t we do more of this at the secondary level?
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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
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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
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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 [email protected]
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Friday, March 6, 15
![Page 146: BYU Idaho Helping Students Develop Conceptual Understanding](https://reader030.fdocuments.us/reader030/viewer/2022032421/55a76e9e1a28abdf438b47d1/html5/thumbnails/146.jpg)
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 [email protected]
Friday, March 6, 15