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Concept-based teaching and learning - Coggle Diagram
Concept-based teaching and learning
The Model
Value critical factual knowledge across the discipline
requires supporting role for the factual knowledge
disciplinary content
transdisdisciplinary theme
interdisciplanry issues
facilitate conceptual transfer through time, across cuture and across situations.
The Instructions
Point
: development of the intelect.
teachers develop synergistic thinking
Aligning terminology through different levels would provide structure for continuous and coherent concept-based scheme of instructions
SYNERGISTIC THINKING
less is more when student synergistically process factual informations through the conceptual level of thinking
"Just knowing the definitions on concepts is not sufficiet, just knowing facts is not suffcient." (great way of putting it simply!)
2 interacting agents providing greater effect than either agent acting alone
Essential for intellectual development
curriculum design mandates the actual interplay - as to not confuse memorisation with deeper understanding
The Principle!
"Transfer of knowledge and socially constructed meaning-making"
Conceptual thinking
develop through the key concepts and disciplanry rekated concepts were used to explcitly state the important conceptual relationship to guide instructions
building deep understanding and transfer if knowledge support learners who maximise their learning by seeing patterns and connections between new knowledge and prior learning
Some interesting benefits
facilitates the transfer of knowledge at the conceptual leve;
Personal meaning-making(
this concept intrigues me
)
Encourages inquiry into global issues of concern(
sustainability and ethics
)
invite students to think about facts through the relevant and personally engaging key concept.
Values constructivist learning experience and collaborative thinking
META LANGUAGE! (especially for students who are not native speaker) as it also reinforces common conceptual vocab
THE LEVELS
relate new knowledge to prior knowledge
see patterns and connections
to pattern and sort the expanding information
IMPORTANT
!
"The transfer of processes and skills across multiple disciplines and contexts to deepen understanding and enhance performance."
My own take
Instructions are important to determine whether the lessons are conceptual-based or not. In which using related facts and skills as tools to gain deeper understanding
My perspective on the concept-based curriculum and the impact it has to non-native speaker students. I believe that they will greatly beneficial from this.
The big challenge to achieve the level of synergistic thinking, must first be understood by the teachers. As a student able to build connections between the "new knowledge to be gained and their prior knowledge", separating factual knowledge from conceptual knowledge highlight deep understanding of conceptual knowledge and not just remembering facts.
The concept of
"meaning-making"
- is something that I want to dive into even more.
As a wsl,
"the critical point is on the concept-based model must udentsand the model completely and be able to convey that understanding to others effectively!
Looking forward to working with the key concepts!
THE FUNDAMENTALS
Curriculum development
Quality curriculums
must be concept-based to meet the goals of
transfer of knowledge,
deep conceptual understanding, synergistic thinking, intercultural understanding and personal intellectual engagement.
Teacher training
Teacher's understanding
creative ways of teacher training need to be developed
with materials that teach concept-based model along with the other facets
Assessment
distinct challenge: to assess the the conceptual level of understanding, rather than just factual level
elements such as design of classroom assessments need to be considered
HENCE
, must be part of the teacher training programme
The need to assess the conceptual level of understanding, atst, allowing schools to use local content for understandings