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Concept-based teaching and learning :silhouettes: - Coggle Diagram
Concept-based teaching and learning
:silhouettes:
Changing from
2D to 3D design
instruction model
3D model focuses on concepts, principles and generalizations. Facts and skills are tools
Develops intellect and critical thinking: Why, how etc. :question:
Deeper understanding of disciplinary content, transdisciplinary themes and interdisciplinary issues
Facilitates conceptual transfer through time, across cultures and situations
Research and Evidence based approach
How People Learn
PYP, MYP and DP are three-dimensional and concept-based by design: students process factual knowledge through the conceptual level of thinking.
The PYP is transdisciplinary in nature.
MYP develops “global contexts” to use in unit design.
DP supports international-mindedness and understanding of other cultures. Identifying key and related concepts and framing critical subject area content with a central idea and additional “supporting ideas”to strengthen the transfer of knowledge across global contexts as new examples of previously learned concepts arise
Key concepts facilitate the transfer of knowledge through time, across cultures and across situations.
How is a concept-based curriculum beneficial to student learning?
Thinking
: Requires students to draw on critical, creative, reflective and conceptual thinking abilities.
Develops
intercultural understanding and international-mindedness
through conceptual transfer.
Recognizes that intellectual and emotional engagement are essential to the
motivation for learning
.
Traditional 2D model focuses on Facts and Skills
Emphasis on content :pen:
Required pedagogical shifts?
Synergistic thinking
Transfer of knowledge and skills
Social construction of meaning
Challenges
Curricula must be concept-based to meet the goals of transfer of knowledge, deep conceptual understanding, synergistic thinking, intercultural understanding and personal intellectual engagement.
Creative ways of delivering the teacher training need to be developed.
Assessment tools must test the conceptual level of understanding, rather than just to the factual level.
