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Concept-based teaching and learning - Coggle Diagram
Concept-based teaching and learning
concept-based(3D) versus traditional(2D)
2D curriculum: focused on facts and skills
3D: focused on concepts, generalization and principles- facts are tools for deeper understanding
IB programs are concept-based- ensures the transferability across subject, builds depth of understanding
MYP- global contexts are used in unit design
DP-TOK, EE, IA, subject concepts
PYP- transdisciplinary in nature around themes
Benefits for student learning
Thinking: synergistic thinking, deeper intellectual processing, conceptual structures, transfer of knowledge, personal meaning-making
Intercultural understanding: transfer of learning across global contexts, inquiry into global issues from multiple perspectives
Motivation for learning: values individual thinking, constructivist learning experiences, collaborative thinking, discussion, problem-solving
Fluency with the language: 'meta-language' facilitates learning across cultures, fluency with disciplinary language, develops a common conceptual vocabulary
Implications for pedagody
Synergistic thinking expressed through a deliberate curriculum design based on intellectual interplay
Transfer of knowledge and skills- develop the ability to use conceptual level of thinking to relate new knowledge to prior knowledge, to see patterns and connections
Social construction of meaning: collaborative group work- scaffolding, new ideas and solutions
Pedagody in practice
conceptual understanding supported by factual knowledge and skills and its transfer across contexts
facilitating student inquiry across and within disciplines
deliberate use of concepts to ensure synergistic thinking
collaborative student work to develop social inquiry, synergistic thinking and problem-solving
assessments of conceptual understanding
focus on student thinking and understanding
Challenges
Curriculum development must be concept based
Teacher training is critical to the success
Assessment should be focused on conceptual understanding