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CONCEPT-BASED TEACHING & LEARNING - Coggle Diagram
CONCEPT-BASED TEACHING & LEARNING
From a traditional two-dimensional approach to a three-dimensional one.
Transfer of knowledge.
The conceptual level of understanding.
Principles
Content
Concept-based teaching and learning
Connected to real-life scenarios.
Case Study.
IB and the concept-based principle.
PYP
Transdisciplinary in nature.
Transdisciplinary themes (for example, who we are, how the world works).
- Supports international-mindedness and understanding of other cultures.
frame the concepts, skills, attitudes, and actions linked to what is real and relevant in the world through the design of programs of inquiry.
Values deeper critical thinking and conceptual understanding.
PYP key concepts draw thinking beyond the facts.
MYP
MYP key concepts draw thinking beyond the facts.
Students must process the facts through their personal intellect—the conceptual mind.
- Values deeper critical thinking and conceptual understanding.
MYP asks teachers to use a key concept and a more discipline-specific related concept to state a central idea and concept statement respectively.
DP
Values deeper critical thinking and conceptual understanding.
Requires for the theory of knowledge course.
- Specific concepts in subjects draw thinking beyond the simple facts.
The structure and requirements for the EE.
To ensure that students know the attributes and meaning of the subject area concepts.
- Supports international-mindedness and understanding of other cultures.
Benefits of the concept-based principle for students.
Thinking
Facilitates “synergistic thinking”
Deeper intellectual processing
Develops conceptual structures in the brain
Transfer of knowledge at the conceptual level.
Intercultural understanding
Transfer of learning across global contexts
Encourages inquiry into global issues of concern
Motivation for learning
Students think about the facts through a relevant and personally engaging key concept.
Values and respects individual thinking.
Encourages constructivist learning experiences
Values collaborative thinking, discussions, and problem-solving
Fluency with language
Illuminates the conceptual structures of “meta-language”
Builds increasing fluency with disciplinary language
Reinforces a common conceptual vocabulary
Required pedagogical shifts?
Synergistic thinking
Transfer of knowledge and skills
Social construction of meaning
Challenges
Curriculum development.
The curriculum must be concept-based to meet the goals of transfer of knowledge, deep conceptual understanding, synergistic thinking, intercultural understanding, and personal intellectual engagement.
Assessment
Assess to the conceptual level of understanding, rather than just to the factual level.
Teacher training.
If teachers do not understand the concept-based model and required shifts in pedagogy they will fall back on traditional teaching methods and fail to affect the transfer of knowledge and deep understanding
