Chapter 5

Chapter 5

“Teachers in concept-based classrooms report that children are more highly engaged in leaning – emotionally as well as intellectually.” The big difference between non concept-based and concept-based learning is that the students process the facts through their conceptual mind.
There is a section in the book about introducing brain power to students. She suggests that middle grades could keep track of whether or not assignments require complex thinking or simple thinking, and then reflect on the difference. At the secondary level, students should begin to understand the relationships among elements in the structure of knowledge described in chapter 2. They should begin to understand that a concept transfers, generalizations transfer, and a topic is locked into a time, place, or situation.
There are sample lessons for elementary and secondary students.
She points out that the students should see a pattern of factual evidence to support their generalizations. They learn the difference between opinions and ideas supported by facts. The children will also enjoy a higher level vocabulary associated with concepts.
Page 108 begins a segment on adapting instructional materials. There is a discussion of textbooks and graphic organizers as resources, due to the fact-based lessons. There are specific lessons which have been expanded to be concept-based.

Some teachers feel there are too many innovations out there to try, and feel they need to include them in all lessons. However, there are some best practices out there that are more suited to concept-based lessons.
One is concept-based constructivism. While this gives a student varying degrees of autonomy in selecting topics to study, there are other principles to consider. Teachers seek and value students’ points of view, and the classroom activities are designed to challenge the students’ suppositions. Teachers build lessons around big ideas, and pose relevant problems.
Another best practice is direct instruction. This method is best used for reading and writing skill development, required memorization, and step-by-step procedures.
She points out that differentiation means meeting a variety of needs, and children will never be standardized.
The other methods mentioned include cooperative learning, multiple intelligences, and inquiry-based learning. Dialogue is a powerful tool in all.
“The conceptual mind is where one makes sense of information, finds the patterns and connections to create personal relevance, and puts knowledge together in new and creative ways. The conceptual mind is the uniquely personal intellect.”

Reflection (questions taken from the book – p. 114)
Why would a concept-based model for instruction conceivably provide more motivation for a teacher?
How does a concept-based lesson differ from a topic-base lesson? Do they both teach facts?