Concept-Based Teaching and Learning

1. Concept-Based Teaching and Learning As educators, we are preparing our students for a world that is much different than the world we ourselves experienced. Therefore, it stands to reason that the education experienced today by our students must be different. For several years, education reform experts have advocated that instruction be based on the realities of the 21st century and on research about how people learn. It is no longer appropriate to have the acquisition of knowledge as the goal of schooling. Instead, the goal must be to provide students with the tools and understandings that provide a foundation for lifelong learning. The ability and motivation to engage in lifelong learning is essential because as much as half of what is taught in classrooms today may be irrelevant or inaccurate by the time today�s students enter the world of work. Furthermore, new information is emerging at an exponential rate. Therefore, the challenge for educational institutions is to prepare their students for the years to come without knowing exactly what the future holds. So, how can we as educators help our students construct knowledge and deepen their understandings? What should we be doing more of, or differently, to provide students with a framework of lifelong learning? We can do all of these things � construct knowledge, deepen understandings, and become lifelong learners � by teaching conceptually. As educators, we are preparing our students for a world that is much different than the world we ourselves experienced. Therefore, it stands to reason that the education experienced today by our students must be different. For several years, education reform experts have advocated that instruction be based on the realities of the 21st century and on research about how people learn. It is no longer appropriate to have the acquisition of knowledge as the goal of schooling. Instead, the goal must be to provide students with the tools and understandings that provide a foundation for lifelong learning. The ability and motivation to engage in lifelong learning is essential because as much as half of what is taught in classrooms today may be irrelevant or inaccurate by the time today�s students enter the world of work. Furthermore, new information is emerging at an exponential rate. Therefore, the challenge for educational institutions is to prepare their students for the years to come without knowing exactly what the future holds. So, how can we as educators help our students construct knowledge and deepen their understandings? What should we be doing more of, or differently, to provide students with a framework of lifelong learning? We can do all of these things � construct knowledge, deepen understandings, and become lifelong learners � by teaching conceptually.

2. Why Concepts? Brain schema Facilitates transfer of knowledge Relevance Creates deeper understanding Meets different ability levels Engages students Concepts help create a brain schema for new information. Our brain is a natural pattern-meaning maker. It is constantly looking for patterns within ideas and ways to connect new ideas with previous ideas and/or previous experiences. Therefore, connecting new ideas to previous information or experiences gives students something to �hook� the new ideas to. When students can make these connections, they will retain the information longer and understand it at a deeper level. By teaching conceptually, you are helping students to make connections between facts and ideas and see the commonalities, as well as differences, between them. When these connections are made, students have even more �hooks� (schema) in their brain which new ideas in others areas or situations can be connected to. These continuously growing brain schemas help to facilitate transfer of knowledge across situations and contexts. Concepts help students see relevance between facts and ideas as well as helps them to see how these facts and ideas relate to their own lives. Remember, a concept is timeless and universal � it can transfer through time and across situations and places. Therefore, when teaching concepts, students can apply it to their own lives and beyond the school situation. They can see how this concept relates to their lives. As research studies support over and over again, when students see relevance in something they are learning, they become more engaged and student learning increases. Teaching conceptually requires students to evaluate and synthesize information as well as apply the information to multiple situations or contexts. These are all types of higher-level thinking and processing skills. This higher-order thinking leads to deeper understanding of the information. Teaching conceptually helps meet different ability levels. Concepts spiral through the grades. The same concept would be addressed in kindergarten as it would in high school, like the progression of the Iowa Core. The examples and situations (topics) that you would use to illustrate the concept would be different, and most likely more complex as you go up the grade levels. In addition, unlike facts, concepts can be differentiated. For example, when students are learning facts, the fact itself cannot be differentiated. Only the number of facts you expect a student to know can be modified. However, when students are learning concepts, the examples and situations you use to represent that concept can be differentiated. For instance, when students are learning about �conflict,� some students could explore conflict through studying about war and other students could learn about conflict by exploring arguments between friends and family members. As a result of all these things � making connections, making it relevant to students� lives and emphasizing value beyond school, utilizing higher-order thinking and processing, and incorporating examples and materials that meet students� needs � students will be more motivated and engaged in the learning. When students are more engaged in their learning, student achievement increases. Question to Ask Participants: When thinking about the evidence and supporting research behind teaching conceptually, which characteristics of effective instruction are embedded within these reasons? Concepts help create a brain schema for new information. Our brain is a natural pattern-meaning maker. It is constantly looking for patterns within ideas and ways to connect new ideas with previous ideas and/or previous experiences. Therefore, connecting new ideas to previous information or experiences gives students something to �hook� the new ideas to. When students can make these connections, they will retain the information longer and understand it at a deeper level. By teaching conceptually, you are helping students to make connections between facts and ideas and see the commonalities, as well as differences, between them. When these connections are made, students have even more �hooks� (schema) in their brain which new ideas in others areas or situations can be connected to. These continuously growing brain schemas help to facilitate transfer of knowledge across situations and contexts. Concepts help students see relevance between facts and ideas as well as helps them to see how these facts and ideas relate to their own lives. Remember, a concept is timeless and universal � it can transfer through time and across situations and places. Therefore, when teaching concepts, students can apply it to their own lives and beyond the school situation. They can see how this concept relates to their lives. As research studies support over and over again, when students see relevance in something they are learning, they become more engaged and student learning increases. Teaching conceptually requires students to evaluate and synthesize information as well as apply the information to multiple situations or contexts. These are all types of higher-level thinking and processing skills. This higher-order thinking leads to deeper understanding of the information. Teaching conceptually helps meet different ability levels. Concepts spiral through the grades. The same concept would be addressed in kindergarten as it would in high school, like the progression of the Iowa Core. The examples and situations (topics) that you would use to illustrate the concept would be different, and most likely more complex as you go up the grade levels. In addition, unlike facts, concepts can be differentiated. For example, when students are learning facts, the fact itself cannot be differentiated. Only the number of facts you expect a student to know can be modified. However, when students are learning concepts, the examples and situations you use to represent that concept can be differentiated. For instance, when students are learning about �conflict,� some students could explore conflict through studying about war and other students could learn about conflict by exploring arguments between friends and family members. As a result of all these things � making connections, making it relevant to students� lives and emphasizing value beyond school, utilizing higher-order thinking and processing, and incorporating examples and materials that meet students� needs � students will be more motivated and engaged in the learning. When students are more engaged in their learning, student achievement increases. Question to Ask Participants: When thinking about the evidence and supporting research behind teaching conceptually, which characteristics of effective instruction are embedded within these reasons?

3. Creating Synergy 3