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Concept-based Teaching and Learning, Sonia Cheng - Coggle Diagram
Concept-based Teaching and Learning
Definition
3D design model that frames factual content and skills with disciplinary concepts, generalisations and principles
Concept-based IB Programs
(i) values deeper critical thinking and conceptual understanding
(ii) supports international-mindedness and intercultural-understanding
(iii) strengthens the transfer of knowledge across global contexts
Benefits to Students
Thinking
(i) Facilitates synergistic thinking
(ii) Requires deeper intellectual processing
(iii) Develops conceptual structures
(iv) Facilitates the transfer of knowledge at conceptual level
(v) Provides opportunities for personal meaning-making
Intercultural understanding
(i) Facilitates the transfer of learning across global contexts
(ii) Encourages inquiry into global issues of concern
Motivation for learning
(i) invites students to think about facts through a relevant and personally engaging key concept
(ii) Values and respects the thinking of the individual by “drawing understandings from”
(iii) Encourages constructivist learning experiences
(iv) Values collaborative thinking, discussions, and problem-solving
Fluency with language
(i) facilitates multilingual learning and communication across cultures
(ii) Builds increasing fluency with disciplinary language
(iii) Reinforces a common conceptual vocabulary and set of critical conceptual understandings
Required Pedagogical Shifts
Social construction of meaning
Transfer of Knowledge and Skills
Synergistic Thinking
Challenges of Development and Implementation
Curriculum Development
Teacher Training
Assessment
Sonia Cheng