What is concept based learning?
To think conceptually is the ability to understand a situation by identifying patterns and addressing key underlying issues. Concept-based learning is an approach to learning that brings real world meaning to content in the classroom.
What is concept-based learning?
Concept-based learning is an approach to learning that brings real world meaning to content in the classroom. Introducing the students to nursing concepts and engaging them in active learning assist the students to make connections and link factual information and exemplars to the concepts (Gethy-Eby, Beery, & XU, 2014).
What is conceptual teaching approach?
the conceptual approach - choosing and defining the content of a certain discipline to be taught through the use of or pervasive ideas as against the traditional practice of determining content by isolated topics
What is concept based learning in nursing?
Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care.
What is an example of conceptual learning?
Conceptual learning in mathematics focuses on teaching math by concepts rather than asking students to memorize isolated facts, methods, or formulas. Concepts are the big ideas or the "why's" related to solving math problems. Addition/subtraction and decimals/fractions are both recognizable examples.
What is the difference between conceptual based learning and content based learning?
Conceptual Learning is the process of learning and reasoning from detailed facts to general principles. Content-based Learning is the process of learning and reasoning from general principles (concepts) to detailed facts.
What is the meaning of concept-based?
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.
What are the characteristics of concept-based learning?
Concept-based learning is based on the following characteristics:Timeless. Concepts remain constant through time. ... Abstract. Abstract concepts stimulate higher level thinking. ... Universal. Universal truths are those that can be applied across many different fields of knowledge.
What are the advantages of concept-based learning?
Top 3 reasons why concept-based learning helps students learn...Makes “in one ear & out the other" a thing of the past.It's a proactive approach to information overload.Helps students stay engaged by making courses active.
What is the main purpose of conceptual approach?
It helps students and teachers alike to develop a deep understanding of how the concepts inter-relate with each other and build an exemplar that will empower them throughout their education and career.
How do you teach conceptual learning?
0:492:57Teaching Conceptual Understanding - YouTubeYouTubeStart of suggested clipEnd of suggested clipBut how do you help students discover and refine these ideas the secret is simple just two wordsMoreBut how do you help students discover and refine these ideas the secret is simple just two words uncover. And transfer to help students uncover an idea start with an abstract question.
What does conceptual mean in education?
"Conceptual understanding refers to an integrated and functional grasp of mathematical ideas. Students with conceptual understanding know more than isolated facts and methods. They understand why a mathematical idea is important and the kinds of contexts in which it is useful.
How can concept-based teaching be used in the classroom?
Concept-based teaching allows students to deepen their knowledge of a certain subject and not just memorize the facts....A Note About Key and Related Concepts in the PYPForm.Function.Causation.Change.Connection.Perspective.Responsibility.
What is concept-based theory?
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.
What are some examples of concepts?
Concepts can be based on real phenomena and are a generalized idea of something of meaning. Examples of concepts include common demographic measures: Income, Age, Eduction Level, Number of SIblings.
What are the two important approaches offered by conceptual approach?
Conceptual Approaches These approaches include: Learning through experience. Learning through abstract conceptualization by developing strategies and theories.
What is the difference between task based learning and project based learning?
Whereas TBL makes a task the central focus of a lesson, PBL often makes a task the focus of a whole term or academic year. Again, as with TBL, different teachers approach project work in different ways.
What is content based language teaching?
Content-based instruction is a teaching approach where learners study language through meaningful content. It motivates students to learn because the subject matter is interesting, and allows them to apply their learned language skills in a different context instead of rotely memorizing vocabulary.
What is conceptual approach to curriculum content selection?
Concept-based curriculum (CBC) is an approach to curriculum design that moves away from subject-specific content and instead emphasizes “big ideas” that span multiple subject areas or disciplines.
What is ABL method of teaching?
The Activity Based Learning (ABL) approach - a child-centric and activity-based programme – is a pedagogical approach that has been adopted in primary schools in certain parts of India. The ABL approach aims to provide engaging and challenging learning materials and flexible space for learning through activity.
What is Conceptual Learning?
An integrated understanding of important concepts is referred to as conceptual learning. Students who have a conceptual understanding are more knowledgeable than those who only know theoretical facts and procedures. They grasp why a concept is significant and how it can be applied in various situations.
Why Conceptual Learning is Important?
Conceptual learning is the future of the education system. It is founded on a solid basis that fosters understanding among varied viewpoints. As a result, a learner must remember less and understand more to relate different concepts.
Conclusion
Observing how conceptual learning and teaching are implemented in a real-life context might help you understand them better. Conceptual learning is recommended in education because it is thought to assist students to comprehend more about the various relationships. Conceptual understanding helps students in practically any situation.
What is CBC in education?
Written by Anna Murphy. Concept-based curriculum ( CBC) is an approach to curriculum design that moves away from subject-specific content and instead emphasizes “ big ideas” that span multiple subject areas or disciplines. For example, in a CBC classroom, students may study the big idea of “change” in a variety of areas, from patterns in mathematics, ...
What is CBC in teaching?
Conversely, CBC is a 3-dimensional approach that melds what students will KNOW, DO, and UNDERSTAND.
What is CBC in classroom?
Conversely, CBC is a 3-dimensional approach that melds what students will KNOW, DO, and UNDERSTAND.
What is synergy in CBC?
Lynn Erickson, CBC affirms that the “key to intellectual development is synergistic interplay between the factual and conceptual level of thinking.” What is synergy? “Synergy refers to an interaction where the sum effect is greater than the acting agent alone.” In a concept-based curriculum, students acquire and process factual information through the conceptual level of thinking.
How to develop CBC?
Developing CBC starts with the higher level knowledge students will gain (the Enduring Understandings and Essential Questions) and then moves to the more topical content and skills that will inform the higher level thinking. Next is identifying how this will be assessed, and determining what mix of assessments will successfully encourage students to think and operate on a conceptual level. Finally, developing CBC moves to the more tactical resources and activities that will be used simulate concept-based instruction.
How does CBC help students?
In systems such as the IGCSE or AS/A levels, CBC can improve student cognition of aims and assessment objectives by giving students real-life application and higher-level understanding
Why are concepts transferrable?
Concepts are transferrable and interact across subjects to push students to the generalization and theory level. The good news is that many approaches to curriculum already seek to impart students with higher levels of thinking.
What is conceptual learning?
Concepts are mental constructs which help us make sense of the world. If you are a teacher who wants to deepen conceptual learning in your classroom, the first step we need to take is to define exactly what a concept is...and is not. Many curricula teach themes, however, these are different to concepts.
What is concept based inquiry?
A concept is a ‘mental construct drawn from a topic or a process that transfers to new situations or contexts’ (Erickson, Lanning and French, 2017). Carla Marschall, co-author of Concept-based Inquiry (Marschall and French, 2018), articulates what is a concept in this short ...
Why are abstract concepts important?
Abstract concepts stimulate higher level thinking. They rise above the fact base to foster a deeper understanding. Many curricula for younger grades will use ‘apples’ as a concept. As a concept, this falls short of providing children with a big idea that will help them process their world.
How do concepts stay constant?
Concepts remain constant through time. Even though factual examples of a concept can be found, the concept transcends individual situations. An example from the age 5-7 level is the example of change. When students understand that change is inevitable, they can take that understanding and apply it across different stages in their learning. For example, a six year old may understand that people and animals grow and change over time, while a ten year old may begin to recognize that relationships change over time.
What is the purpose of concepts in learning?
Concepts facilitate transfer which moves knowledge to understanding and enables action as a result of learning.
What is concept driven education?
A concept-driven education develops effective approaches to teaching and learning; empowering young people for a lifetime of learning, independently and in collaboration with others and preparing a community of learners that engage with global challenges through inquiry, action, and reflection. An IB education, for example, aims to develop a range of competencies and dispositions that include skills for thinking, working with others, communicating, managing self, and research.
How do concepts help students?
Concepts change the way that teachers teach, and students learn. They inflect the nature of classroom assignments and assessment, (formal and informal). For example, an MYP history teacher may choose for their class to study European origins instead of presenting a lecture about northern European civilization in the last Ice Age. By doing so, the teacher can create an opportunity for students to develop their inquiry into important ideas about the relationship between space, place and time, and what material culture suggests about society and identity. Concept-driven education facilitates classroom discussion that will focus on how things are the same and how they are different; also, how what we know about the past, for example, can help us to understand the present. Concept-driven education helps students develop structured inquiry into big ideas that matter and then help them assess how much they really understand through a rich and varied programme of assessment—some of it potentially highly digital—that allows a flexible choice of content that supports conceptual learning, or that is compatible with national curriculum. These are 21 st -Century requirements for teachers engaged with future students being born now who will probably live into the 22 nd century.
What is the MYP framework?
In practical terms, educational frameworks like the IB’s MYP establish es a common core of big ideas that matter. These KEY CONCEPTS form the heart of a connected curriculum. They come from and are shared across academic disciplines. They unify students’ academic experience and provide teachers with a common vocabulary. Concepts create a culture of thinking that invites students to see connections, contradictions, alternative perspectives, and different ways of thinking. At a time when adolescents are beginning to move into more sophisticated modes of abstract thinking, concepts offer students something consistent to think about over time and across subjects. Concepts are not single words, but complex ideas that can shape teaching and learning. Examples such as identity, logic, perspective, relationship and systems can run through a typical student’s school week. Imagine how teachers of different disciplines might be able to use these big ideas as stepping stones, ladders or bridges to the facts, concepts and debates that they want students to uncover and explore. In addition to these big overarching ideas, concept-driven education, like the MYP, structures the curriculum with discipline-specific RELATED concepts that provide depth and focus. They narrow the scope of inquiry, while leaving enough room to integrate a wide range of content that is appropriate or required in local or national contexts. Related concepts invite teachers and students to go beyond studying facts to thinking about what those facts mean and why they are relevant. This is an important feature of concept-driven education. Teaching and learning need to reflect both how knowledge is structured in the real world and how we learn. These days, facts are easily and inexpensively ‘knowable’. However, they often remain distinct and without any connection to each other, except through the strategy of grouping them into topics. This is where most educational systems stop. A concept-based education goes on to ask, what do these facts mean? How are they related? To which ideas do they give us entry? We know that students learn by taking what they know and then building on it. We know that the holy grail of education—the ability to transfer understanding from one experience or domain to another—is facilitated by discussions around concepts. We have cellular evidence that we build memories by making connections and building rich networks of associations and multiple pathways for access. Concepts help this happen; they are the superhighways of learning. This is not simply a middle school phenomenon, either. Advanced academic programmes like the IB Diploma are headed in this direction. Instead of prescribed content, complex options and stipulated factual knowledge focus on thinking, connecting, and building. Concepts are what makes that possible.
Why do we need to reflect on teaching and learning?
Teaching and learning need to reflect both how knowledge is structured in the real world and how we learn. These days, facts are easily and inexpensively ‘knowable’. However, they often remain distinct and without any connection to each other, except through the strategy of grouping them into topics.
What is an IB program?
A concept-driven, inquiry-based education, like the IB programmes, centres on learners. The IB programmes promote open communication based on understanding and respect and encourage students to become active, compassionate, lifelong learners. This type of education is holistic in nature, with the whole person in mind, concerned with cognitive development, along with concern for social, emotional and physical well-being.
Is IB a project based learning?
It is interesting to see the connections between concept-driven, inquiry-based learning for students within the IB program and the movement toward problem-based (project-based) learning. The theories are similar in regard to student-centered approaches. The learner profile overlaps with the Buck Institute's components of PBL and the Approaches to Teaching and Learning have tremendous consistency with PBL. IB has done well to keep students at the center of effective approaches to education.
What is conceptual learning?
Conceptual Learning vs Content-Based Education. Conceptual learning is a process by which students learn how to organize information in logical mental structures. Conceptual learning is an educational method that centres on big-picture ideas and learning how to organize and categorize information, then take charge of it.
What is concept based education?
A concept based education is something that can be taught to anyone anywhere or in any classroom, no matter what the content includes and orient.
What is the process of learning and reasoning from general principles to general facts?
Conceptual Learning is the process of learning and reasoning from detailed facts to general principles. Content-based Learning is the process of learning and reasoning from general principles (concepts) to detailed facts.
What is education about?
Education is not about learning a whole lot of facts and information about the world or maybe learning all the content that it may offer but apply it practically in the development of the individual, to be a better self and then help the society and eventually the country and the World.
What is the IB program?
The IB program is more practical and application-based with a concept-driven curriculum.