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The Concept Development Model
Transcript of The Concept Development Model
This model helps students to development generalizations about a concept through categorizing vocabulary from a given topic and analyzing the relationships between the parts of the concept.
Steps in the Model:
1. Listing as many words as possible about a given topic
2. Grouping items that are similar in some way
3. Labeling the groups according to the reasons for grouping
4. Regrouping or combining items in groups
5. Summarizing data and make generalizations based on information
Teachers can create their own tasks that provide data sets and ask students to go through the concept development process. The teacher will assess the students on their accuracy, originality, and number of groups created.
The students can create short writings explaining the reasoning behind grouping the items and how the groups support the generalizations that they made.
Please see the attached link for the Livebinder containing resources for the Concept Development Model:
Concept Development Model was developed by Hilda Taba. Her ideas had an impact on students moving to an inductive thought process.
The concept development is based on the constructivist theory, as students take the information and make their own connections and analyzations.
“We know that learning is an active process and students must make connections between prior knowledge and new information.” The model is a valuable method of teaching information because it’s more than just knowing the information, it’s making the larger connections between the new and old information and being able to group the ideas to make generalizations.
Vygotsky and Bruner state that it is essential to have both development of concept and deeper understanding. The teacher guides students as they experience new ways of constructing knowledge.
“Concepts are the building blocks from which generalizations spring.” By opening up about our connections with concepts and hearing other’s connections, we change our generalizations.
*Quotes from Instruction: A Models Approach.
Multiple Content Areas
Environment and Roles
The learning environment can take place in any grade classroom and in any content area.
The role of the teacher is to act as a facilitator to direct students on how to go through the process and ask questions to support the discussion.
The role of the student is to brainstorm, discuss, and work collaboratively to complete the concept development process.
Teachers can use an interactive smart board where all students can see the vocabulary.
Students will use their individual technology devices in an interactive website padlet.com to post their vocabulary brainstorming on the board along with the rest of the class.
Students can use iPads or computers to research and find more words related to the topic to aid the brainstorming process.
Students can use an online web tool to present their findings using the model.
Some of the ways to use differentiation to meet the needs of diverse learners in this model are:
• Students can be arranged in collaborative groups including multiple levels of achievement or diversity.
• The teacher will assign a different number of groups that the students have to place the words into.
• The teacher will assign a different number of words that the students must brainstorm for the placement into groups.
• For differentiation of assessment, the teacher will differentiate which data sets are given to which students based on achievement level and diversity.
• For differentiation of assessment, the teacher will differentiate the length and detail required for the short essay.
• Speaking and listening skills are integrated as students are discussing in their collaborative groups.
• Writing is incorporated in the short essay assessment.
• The topic can include any words relating to other content areas. For example, when teaching about a specific science topic, social studies can be integrated as it relates (The science topic of electricity can include the social studies vocabulary such as Benjamin Franklin).
• Oral Language is developed while students are brainstorming words and sharing with their collaborative groups, as well as during discussion about the categories and generalization. They learn vocabulary, thinking skills, and more through discussing and analyzing.
• Students must present the knowledge and ideas from the group to the whole class.
• Student must use reasoning skills to explain why they chose to group the words the way that they did and how the generalizations relate back to the groups. This can be done in small group discussion, as well as presentations to the class.
The teacher will encourage students to make connections throughout the concept development process. This can be done by giving examples of her own personal and real world connections.
Also connections are encouraged by the nature of teh model and how students are analyzing relationships between different parts of a concept.