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Concept-based teaching and learning - Coggle Diagram
Concept-based teaching and learning
WHAT
Definition
3-D design model
frame factual content and skills
with disciplinary concepts, generalizations and principles
Contrast
Importance
Development of intellect
role in the knowledge and activity of persons who are proficient
allows greater transfer
building blocks for schemas and frameworks, provides a basis for understanding
CBL in IB
DP
Course requirements
TOK: think beyond the facts
Deeper critical thinking and conceptual understanding
EE and IA: engage the critical thinking
Tension
heavy curriculum load
time to teach for deeper conceptual understanding
transfer of knowledge
result: implicit demonstration of understanding
ease of tension
use key concepts and disciplinary related concepts to explicitly state the conceptual relationships to guide instruction
focus on conceptual understandings
bridge between the PYP, MYP and DP
Strengthen the transfer of knowledge across global contexts
move to idea-centered curriculum
MYP and PYP
Course requirement
use a key concept and a more discipline-specific related concept to state a central idea and concept statement
Recommendation
consideration of additional conceptual understandings crafted with more discipline-specific related concepts
Continuous and coherent CBI
aligning the terminology
articulating central and supporting ideas
synergistic thinking
BENEFITS
Thinking
Synergistic thinking
Deeper intellectual processing
Brain schemata
Transfer of knowledge
Provide opportunities for personal meaning-making
Intercultural understanding
Transfer of learning across global contexts
Inquiry into global issues of concern
Motivation for learning
Increase motivation for learning
Value and respects the thinking of the individual
Constructivist learning experience
Collaborative thinking, discussions, problem-solving
Fluency with language
'Meta-language"
Fluency with disciplinary language
Common conceptual vocabulary and set of critical conceptual understandings
Connection with IB learner profile
PEDAGOGICAL SHIFTS
Synergistic thinking
Transfer of knowledge and skills
Social construction of meaning
CHALLENGE
Curriculum development
Teacher training
Assessment
