Presented by : Lorna Manuel, Patty Garrison, & Doreen Fuller

1. Focused Learning ThroughDirect InstructionSession Five:Instruction That Works: Concept Development Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller Moderated by: Nancy Silva, CTAP Region 2 - BCOE Regional System of District and School Support (RSDSS), Region 2

2. Webinar Pods Emoticons & Chat Room

3. Webinar Pods File Sharing Pod • Click on the file you want to download. • Click on “Save to My Computer”. • When “Save” window opens, select “Click to Download”. • Select where you want to download the file to i.e. “Desktop”. • After file downloads, click “Done”. • Repeat for each additional file you want to download.

4. Set Your Connection Speed Please take a moment to select your Internet connection speed. If you are unsure, select the DSL option. This will improve the presentation & audio for all participants. Thanks : )

5. Meeting Procedures • Different meeting rooms…with different views • Use the Chat Room to ask questions as they arise. • Actively participate by sharing comments and feedback

6. Don’t Forget to Smile When You Chat…. ; ) This workshop will be recorded and archived. So……

7. Focused Learning ThroughDirect InstructionSession Five:Instruction That Works: Concept Development Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller Moderated by: Nancy Silva, CTAP Region 2 - BCOE Regional System of District and School Support (RSDSS), Region 2

8. Webinar Learning Objectives After the webinar, participants will: • Be able to identify the steps in developing a concept. • Be provided samples of concept development in ELA, Math and Science following the steps and using a variety of strategies to help students interact with concepts. • Be introduced to concept maps for use in lesson concept development.

9. DI – Lesson Design Components • Learning Objective • Activate Prior Knowledge • Concept Development • Lesson Importance • Skill Development • Guided Practice • Lesson Closure • Independent Practice

10. A Concept is… …a set of objects or events that share common characteristics and a common name. Concept should include: Definition/rule Examples Non-examples (if possible) “If the material is a new concept, it is important that the teacher discuss the characteristics (or attributes) of the concept, the rule or definition, and several examples.” Models of Teaching, p. 319 (Clark, 1999) 10

11. Not all terms and ideas… “…students need to learn are equal. Some ideas rise to the level of central concepts that serve as bedrocks for future teaching and learning. When students have only a hazy understanding of key concepts like culture or civilization in social studies, polynomials in pre-algebra, or even alive in primary-grade science, much of their future learning, which rests on key concepts like these, will be hampered by that initial lack of definitional clarity.” - Silver, Strong, & Perini (2007), The Strategic Teacher

12. Concept Attainment “Learning a concept involves more than just learning a label; it involves learning the essential attributes of a concept. To learn the essential attributes of a concept, students must be able to discriminate between examples and nonexamples.” Silver, Strong, & Perini (2007), The Strategic Teacher During concept development, you explicitly teach your students the concepts contained in the Learning Objective.

13. During concept development, you explicitly teach your students the concepts contained in the Learning Objective. • Example: Learning Objective – Students will calculate the average speed of a moving object. Concept: average speed

14. Why is Concept Development Important? …so students can generalize to new situations in school and real life. … so students can internalize the generalization as opposed to learning individual instances. … so students will do well on annual state tests.

15. Why is Concept Development Important? The Benefits • Focus is on deep understanding of a concept • High learner motivation and involvement • Can be adapted for simple to very sophisticated concepts • Encourages clarification of concepts; similarities and differences between concepts

16. May be too challenging for convergent thinkers • Takes more time to prepare this type of lesson – particularly identifying good examples and non-examples of the concept What are the Limitations?

17. Steps in Developing a Concept • Identify the concept in the learning objective. • Provide a written bulletproof definition or rule that contains the concept’s critical attributes (characteristics). • Provide examples and nonexamples that clarify the concept by revealing critical, noncritical, and share attributes. • Teach the concept by explaining, modeling, and demonstrating. • Have students interact with the concept. • Provide CFU questions of the concept.

18. English Language Arts: An Example of Concept Development

19. Identify the Concept in the Learning Objective Content Standard (8WC1.2) Sentence Structure: Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis. Learning Objective: Students will use parallelism, including similar grammatical forms, in all written discourse to present items in a series Concept: Parallelism

20. Provide a written bulletproof definition or rule that contains the concept’s critical attributes (characteristics). Parallelism refers to parallel structures in sentences that use the same pattern of words to show that two or more ideas have the same level of importance and are balanced. A noun is listed with other nouns, an -ing ending with another –ing ending, etc. From the Greek…beside one another

21. Category Related Topics Sentence Writing Coordinating Conjunctions Correlative Conjunctions Comparative and contrasting expressions Essential Attributes Same pattern of words PARALLELISM Same level of importance Words are balanced Nouns balanced with nouns Balanced verb tenses Pair prepositional phrases

22. Provide examples and nonexamples that clarify the concept by revealing critical, noncritical, and shared attributes. • Nonexample: I enjoy tennis more than playing basketball or soccer. • Example: I enjoy tennis more than basketball or soccer. Critical Attributes: Balance, same pattern, importance Nouns need to be balanced with nouns. “Tennis” is a noun, but “playing basketball” is a phrase. Noncritical Attribute: order of words

23. Category Related Topics Sentence Writing Coordinating Conjunctions Correlative Conjunctions Comparative and contrasting expressions Essential Attributes Same pattern of words PARALLELISM Same level of importance Words are balanced Examples Air travel is safe, fast, and convenient. Yesterday I worked, studied, and read a book. Nouns balanced with nouns Balanced verb tenses Pair prepositional phrases Nonexamples Air travel is safe, fast, and it is convenient. Yesterday I worked, studied, and was reading book.

24. Teach the concept by explaining, modeling, and demonstrating Example-1: Teacher Models Thinking • Swimming, seeing movies and to go for walk are my hobbies. In this sentence also the first two hobbies (swimming and seeing movies) have been given in single words while third hobby (to go for walk) has been mentioned in an infinite form. This sentence lacks the parallelism. The correct sentence is: • Swimming, seeing movies and walking are my hobbies.

25. Example 2: • Next month we can go to the movies or riding motorcycles in the mountains. The prepositional phrase "to the movies" is not parallel with the verb "riding.“ The corrected sentence looks like this: "Next month we can go to the movies or to the mountains to ride motorcycles."

26. Have students interact with the concept • Connect information to what students are familiar with and what they are going to be taught. • Do not use new vocabulary in making these connections

27. Have students interact with the concept • Directions: - Read the story excerpt that follows. - Respond to the questions: What makes the phrase in red examples of parallelism?

28. “RIKKI-TIKKI-TAVI” EXCERPT “Don’t be frightened, Teddy, “said his father. “That’s his way of making friends.” “Ouch! He’s tickling under my chin,” said Teddy. Rikki-tikki looked down between the boy’s collar and neck, snuffed at his ear, and climbed down to the floor, where he sat rubbing his nose. “Good gracious,” said Teddy’s mother, “and that’s a wild creature! I suppose he’s so tame because we’ve been kind to him.” “All mongooses are like that,” said her husband, “If Teddy doesn’t pick him up by the tail or try to put him in a cage, he’ll run in and out of the house all day long. Let’s give him something to eat.” They gave him a little piece of raw meat. Rikki-tikki liked it immensely, and when it was finished, he went out into the veranda and sat in the sunshine and fluffed up his fur to make it dry to the roots. The he felt better.

29. Task #1: Pick a a card and read it. Then tell group members why it is an example of parallelism. “He came home the same way, the front door slamming open, his cap on the floor, and the voice suddenly became raucous shouting, “Isn’t anybody here?”  He climbed down from his chair and squatted down and touched his toes.  Charles yelled during story hour and hit a boy in the stomach and made him cry. At lunch he spoke insolently to his father, spilled his baby sister’s milk, and remarked that his teacher said we were not to take the name of the Lord in vain. Task #2: With your group, find other examples where the author uses parallelism. Adapted from materials from Kathy Glass www.kathyglassconsulting.com

30. CLOZE PROCEDURE • He was permitted ___________ a musical instrument, to read books, and to write letters. • Those who watched him said that during the whole of that year he was only eating, drinking, and ________. • It was agreed that during the period he would be deprives of the right to cross the threshold, to see living people, to _________human voices, and to _______letters and newspaper. Excerpts from “The Bet” by Anton Chehkov Adapted from materials from Kathy Glass www.kathyglassconsulting.com

31. Mathematics: An Example of Concept Development

32. Identify the Concept in the Learning Objective Kindergarten Math Content Standard (NS2.1): Identify and describe common geometrical objects (e.g. circle, triangle, square, rectangle, cube, sphere, cone) Learning Objective: Students will identify and sort pictorial representations of circles and squares. Concept: Circle and Square are two basic and different shapes

33. Provide a written bulletproof definition or rule that contains the concept’s critical attributes (characteristics). A circle is a curved line that forms a closed loop. If you put a dot in the exact center of the circle, all the points on the curved line are the same distance (equidistant) from the center. A square is a rectangle with four connected straight lines forming a closed object. The four sides are the same length. The corners are all equal (90 degrees or perpendicular).

34. Provide examples and nonexamples that clarify the concept by revealing critical, noncritical, and share attributes • Nonexample: A rhombus and a rectangle are not squares. • Example: A square has four equal sides and equal corners. • Critical Attributes: • Four equal corners (perpendicular/90 degrees) • Four equal sides • Closed object • Noncritical Attribute: • Size of the shape

35. Provide examples and nonexamples that clarify the concept by revealing critical, noncritical, and shared attributes. • Nonexample: An ellipse is not a circle. • Example: All the points on a circle are the same distance from the center. • Critical Attributes: • Curved line • All points equally distant from middle. • Closed loop • Noncritical Attribute: • Size of the shape

36. Teach the concept by explaining, modeling, and demonstrating Example: Teacher Models Thinking Using the SMART board, project multiple images of varying sizes of rectangles, rhombuses, squares, parallelograms, and diamonds. With the students, demonstrate and discuss the critical attributes of the shape and why it is or isn’t a square.

37. Have students interact with the concept • Connect information to what students are familiar with and what they are going to be taught. • Do not use new vocabulary in making these connections

38. Have students interact with the concept • Read the picture book, The Village of Round and Square Houses. • Give each student sheets of pictures of everyday common objects. Have the students cut out the shapes that are circles and squares, then have them tape or glue them to a larger circle or square piece of paper. Example from “Picture Books that Teach Concepts in Science, Math, and Social Studies to Beginning Readers” by Mildred R. Donoghue, ,ERIC ED 455 499. The Village of Round and Square Houses by V. Grifalconi (Little, Brown, 1986), 32 pp.

39. Science: An Example of Concept Development

40. 7th Grade Standard4. d. Students know that evidence from radioactive dating indicates the age of the Earth. Identify the Concept in the Learning Objective Objective: Students will communicate the logical connection tests conducted, data collected, and conclusions drawn from the scientific evidence.

41. Concept: Carbon Dating To develop the idea that carbon dating is based on gathering evidence in the present and extrapolating it to the past.

42. Provide a written bulletproof definition or rule that contains the concept’s critical attributes (characteristics) Carbon Dating: A technique for measuring the age of organic remains based on the rate of decay of carbon 14.

43. Provide examples and nonexamples (or familiar and unfamiliar) that clarify the concept by revealing critical, noncritical, and shared attributes. Teachers will teach the concept by explaining, modeling, and demonstrating • Students interact with the concept through analogies

44. Concept Development: Analogy Analogy is a thinking skill demonstrated when a student can give examples similar to, but not identical to a target example.

45. Concept Development: Analogy and Science When a teacher uses phrases such as “similarly”,  “likewise”, “in the same way as”, “in comparison to”, and “just like”, they are generally using analogies to help students grasp a concept. 

46. Concept Development: Analogy and Science If, however, the analogies are not well chosen or applied systematically, they may be ineffective or cause confusion.

47. Concept Development: Analogy and Science The goal is to transfer ideas from a familiar concept (the analogue) to an unfamiliar one by mapping their relationship.

48. Concept Development: Analogy and Science 1. Introduce the target concept 2. Review the analogue concept 3. Identify the relevant features of target and analogue 4. Map similarities between the target and analogue 5. Indicate the limitations of the analogy 6. Draw conclusions

49. This fosters relationships and connections to new and better understanding.

50. 2. Review the analogue concept: Transfer ideas from a familiar concept (the analogue) to an unfamiliar one by mapping their relationship.