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Concept-based Learning

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Laura England

on 1 September 2015

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Transcript of Concept-based Learning

Concept-based Learning
Pedagogical Shift
Associate it
Analyze it
Apply it
What does the subject make you think of?
Break the subject into parts. Tell how it is made.
Describe the subject's uses.
Use any reasoning to argue for or against the subject.
Argue For
or Against It
Describe it
Examine the subject closely and describe what you see.
Concept-based learning is not only fundamental to
an IB-education, but is just good learning.
Compare it
What is it similar to? What is it different from?
Factual: What is concept-based learning?
Conceptual: How does concept-based
learning benefit our students?
Debatable: Will the pedagogical shifts
we make be effctive?
Tuning in
Think, Pair, Share: What is concept-based teaching and learning?

Future Film!

What challenges does this pose for us as teachers at Good Shepherd Lutheran College?

Finding out
What is concept-based teaching and learning?

The concept-based design is fully supported by cognitive and learning research. When information today is a click away on a computer keyboard, the use of classroom time must shift focus from covering and memorizing information to thinking with and applying knowledge at both the factual and conceptual levels.

Thinking deeply with factual knowledge and concepts to communicate ideas and solve problems, transferring knowledge across distinct global contexts and situations, and seeing patterns and connections between concepts, ideas and situations are at the heart of concept-based teaching and learning. Less factual coverage can open the door to deeper thinking and understanding.
Sorting out
What can a concept-based model look like in our classrooms?
Making or drawing conclusions
How is this beneficial to our students?

Thinking – "Concept-based instruction requires thinking teachers, who, in turn, develop thinking students." Erickson, 2014

Intercultural understanding

Motivation for learning

Fluency with language (mind-map of different languages we speak in our classrooms - Padlet)

Learner profile – the IB mission statement in action – inquirers, knowledgeable, thinkers, communicators, open-minded and reflective.

Going further
What are the key pedagogical shifts?

Where are we personally on the rubric?
(Remember it's a journey)

How will continue to develop as concept-based teachers?
Collaborative - Reflective - Risk-taking
Taking action
Will the pedagogical shift we make be effective?
Visual Thinking Strategy
I used to think ...

Now I know ...

Visual Analogies
A concept is ... .... as ... ... is to ... ... !

Full transcript