Stern, Ferraro and Mohnkern. Tools for Teaching Conceptual Understanding, Secondary by Julie Stern & Krista Ferraro & Juliet Mohnkern

Author:Julie Stern & Krista Ferraro & Juliet Mohnkern
Language: eng
Format: epub
Published: 2017-03-22T13:45:47.843629+00:00

Chapter 4 What Additional Tools Can We Use to Design Lessons?

We’ve adapted four popular instructional models to further guide the planning process and to ensure students uncover conceptual relationships. The most important thing to remember when adapting any instructional tool is to make certain that conceptual understanding is the goal.

The most important thing to remember when adapting any instructional tool is to make certain that conceptual understanding is the goal.

Each of these well-liked models has great features aimed to engage students and foster learning that lasts. They are sometimes implemented, however, with the same surface level of understanding as traditional teaching methods. The first step in designing lessons is always identifying the statement of conceptual relationship that represents one of the goals of the unit.

The four major steps in any Concept-Based lesson framework follow:

Students respond with initial thoughts to conceptual questions about the relationship between the concepts.

Students explore one or more specific contexts that illustrate the nature of the relationship and give them the fact base needed for deep thinking.

Students explain (write, draw, tell, etc.) a statement of conceptual relationship with evidence from the context to help support and explain the relationship.

Students transfer their understanding to a new situation.

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