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Concept-based instruction is driven by “big ideas” rather than subject-specific content. By leading students to consider the context in which they will use their understanding, concept-based learning brings “real world” meaning to content knowledge and skills.

concept o teaching and have essayed to differentiate teaching from related concepts such as training, conditioning and indoctrination. Teaching denotes action undertaken with the intention of bringing about learning in another. In this way, teaching is distinguished from mere telling or showing. Teaching involves face to face encounter, and the

The Concept is the big idea or generalization contained in the Learning Objective. In Concept Development, you explicitly teach the students the concept, what it is, the generalization, the big idea. The Concept includes a written, bulletproof definition, along with examples and non-examples (if applicable).

Concept-based curriculum is an approach to curriculum design that emphasizes “big ideas” that span multiple subject areas or disciplines. ... CBC contrasts more traditional approaches to teaching and learning, which can be more surface level, with stronger emphasis on rote memorization of facts and concepts rather than their application. ...

Macro-concepts aim to provide breadth, whereas, microconcepts provide disciplinary depth. If you look at the table above once again, in bold italics you see the macro concept which provides a conceptual lens bringing curriculum breadth, and the other driving nesting concepts provide curriculum depth. See further examples of nesting concepts below.

Erickson’s concept-based teaching and learning model contrasts to more traditional models, which can be more surface level, with stronger emphasis on rote memorization of facts and concepts rather than their application. In a more traditional classroom, a teacher may teach a specific war by focusing on key facts and individuals, and require ...

Concept-Based Teaching Strategies. ... By utilising constructivist approaches, meaning and knowledge is built through experiences and active, authentic learning opportunities. This coupled with concepts creates deeper understanding and deeper thinking that is uniquely concept-based. Young people through an inquiry approach are encouraged to be ...

Concepts give shape and meaning to individual facts, allowing students a far deeper understanding of their significance. For example, teaching conceptually allows students to move well beyond the mere memorization of dates in history and encourages them to group events as concepts (for example, "root causes of the Civil War" or "results of the ...

Abstract The notion of concept-based teaching and learning (CBTL) is not new. Originating in the work of Hilda Taba in the early 1960’s, the fundamental assumption of concept-based teaching and ...

“concept-based teaching”, “concept-based learning”, all combined using the Boolean term OR. The initial search string was tested using the University of Nottingham NuSearch system. The initial return produced over 1.7 million hits! Clearly more filtering was needed. The search engine provided several potential filters.

The definition is: “Conceptual learning is a process in which learners organize concept-relevant knowledge, skills, and attitudes to form logical cognitive connections resulting in assimilation, storage, retrieval, and transfer of concepts to applicable situations, familiar and unfamiliar”.

Concept-Based Inquiry is an approach to teaching and learning that can be applied to any disciplinary or interdisciplinary curriculum K-12. By engaging students as thinkers, we foster student agency, build conceptual understanding, and promote learning transfer.

Concept-Based Curriculum and Instruction. Thousand Oaks, CA: Corwin. Concepts are generalized ideas or notions that can give teachers a lens or perspective with which to explore the facts and skills in a chosen subject area. Concepts are at the center of what facts and skills are taught in the classroom. Concept based teaching lends itself

Presents a theory of concept learning and development and a design for teaching concepts. It gives an overview of 30 yrs of programmatic research that eventuated in the initial formulation of the theory and the design, and in subsequent refinements. The principles of learning incorporated in the theory are based on classroom experiments that identified the variables that facilitate concept ...

Concept learning is key to understanding and applying knowledge. It involves abstracting qualities or features to represent a concept, facilitated by language and interaction with existing knowledge. Effective concept learning strategies include emphasizing language use, sequencing concepts by difficulty level, and relating learning to real-life experiences. These approaches help learners ...

Concept-based learning focuses education around the central question: Why should students know or be able to do something? Here, teachers ask the students to study certain concepts and then discuss them in class. ... These could include the definition of global warming, the reasons it exists, country-wise contribution, steps for countries to ...

new concept model, we should perhaps first explain what we mean by "model." In partic-ular, the concept model we address is the set of assumptions, data, and inferences used in instructional design for concept learning. Components of this design model include as-sumptions about: * the nature of concepts, * the way concepts are learned,

Different teaching approaches can support the development of a concept-based learning experience. However, it is an inductive approach that lends itself to students actively constructing meaning for themselves.

This article presents a theory of concept learning and development and a design for teaching concepts. It gives an overview of 30 years of programmatic research that eventuated in the initial formulation of the theory and the design and in subsequent refinements. The last refinement is presented in this article.