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Concept Based Teaching and Learning - Coggle Diagram
Concept Based Teaching and Learning
Three dimensional design vs two dimensional
Factual content and skills with disciplinary concepts
generalizations
principles
using related facts and skills as tools
critical factual knowledge across the disciplines
Research
have a deep foundation of factual knowledge
understand facts and idea in the context of a conceptual framework
organize knowledge in ways that facilitate retrieval and application
How is IB concept based
encourage critical thinkging
support international mindedness and understand other cultures
idea centred instruction
who we are and how the world works
shift away from memorization
THree dimensional instruction
teacher facilitates student inquiry
teacher uses concepts to help students transcend the facts
teacher posts questions of different kinds to engage interest
student work in groups
teacher uses inductive teaching
teacher is cognizant of each students ability to think synergistaclly
How is concept based curriculum beneficial to student learning?
Thinking - critical, creative, reflective and conceptual
Intercultural understanding - international mindedness through conceptual transfer
Motivation for learning - intellectual and emotional engagement are essential to the motivation for learning
fluency with language - it increases fluency with the languages of cultures and the disciplines
What are the required pedagogical shifts?
synergistic thinking - factual and conceptual levels of mental procesing
Transfer of knowledge and skills - Facts do not transfer
See patterns and connetions between different examples
transfer of processes and skills across multiple disciplines and contexts
social construction of meaning - quality thinking is hard work
group work and encouraging collaborative thinking and problem solving
Challenges
curriculum development - unit planners to help ensure concept based teaching
teacher training
Assessment - bridge between IB external assessments and schools using local content