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Concept-based Teaching and Learning - Coggle Diagram
Concept-based Teaching and Learning
3-D Design Model
concepts
principles
generalizations
Teaching concepts 1st encourage > critical thinking
can encourage more explicit demonstrations of understanding
more application, less memorization
Starting early: teaching PYP & MYP to "Think beyond the Facts"
processing facts
transferring knowledge through time
Intercultural understanding
achieving 'breadth & depth'
transferability of key concpets
allow for a more continuous model between the IB levels
benefits
Thinking
synergy
deeper processing
conceptual structures: connecting prior learning to new learning
knowledge transfer
connect learning to personal meaning
Intercultural understanding
global learning
inquiring re: global issues
Motivation for learning
connects learning to 'relevant' & engaging concepts
respects how individuals think and learn
collaborative thinking & problem solving
language fluency
'communication across cultures'
connecting conceptual understanding with factual knowledge
encourages a common conceptual vocab
inherent in the IB learner profile
SHIFTS
Synergistic thinking
relationship between factual & conceptual levels of processing
transfer of knowledge & skills
ability to link new knowledge to prior knowledge
ability to see patterns and connections across contexts
'social construction of meaning;
different minds working together