Conceptualization and deep learning
Fundamental principles to choose the methods and strategies which lead to concept-based learning
English Language Teacher: Briena Stoica
The foundation
Isaac Newton 1675:
"If I have seen further, it is by standing on the shoulders of Giants."
"We are like dwarfs sitting on the shoulders of giants. We see more, and things that are more distant, than they did, not because our sight is superior or because we are taller than they, but because they raise us up, and by their great stature add to ours.
Bernard of Chartres - recorded by John of Salisbury, 1159)
Sursa foto: https://www.emmanuel.tas.edu.au/big-picture/2022/taking-a-step-back-and-seeing-the-bigger-picture
Isolated facts versus conceptual relations
Levels of knowledge
(summarized from: Anderson, L. W. & Krathwohl, D.R., et al, 2001)
REINFORCEMENT
Factual Knowledge
Conceptual Knowledge
Procedural Knowledge
Metacognitive Knowledge
The basic elements that students must know in order to become familiar with a certain discipline or to solve problems.
The interrelationships among the basic elements within a larger structure that enable them to function together.
How to do something, methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
Knowledge of cognition in general, as well as awareness and knowledge of one’s own cognition.
3
2
4
1
.
• provide structure for a discipline
• provide a framework within which details can be more readily understood and remembered
• are the primary bridges which make transfer of learning possible
• provide the framework for lifelong learning.
Jerome Bruner – 4 functions of concepts
Bruner (1966)
Concepts are developed through a series of stages.
the ‘enactive’ stage where learning involves concrete experiences.
the ‘iconic’ stage - where pictorial and other graphic representations are engaged.
The ‘symbolic’ stage is the final stage and where abstract notation, and symbols are considered appropriate for carrying meaning to the learner.
DEVELOPMENT OF CONCEPTUAL THINKING
(Hurrell D, 2021)
DEFINITION A mental construct. (Erikson & Lanning, 2014, p. 33) | CHARACTERISTICS Atemporal Universal Abstract (in varied degrees) Examples with common attributes Transferable |
EXAMPLES Diversity Interdependence Inequalities Liberty | NON-EXAMPLES Circumference pH Scale Membrane Hamlet |
FRAYER MODEL
CONCEPT
(Ausubel, 1966, p.166)
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Relationships between ideas
The assimilation of concepts, by definition, requires the ability to establish relationships between ideas and to integrate them into the existing cognitive structure.
“If I had to reduce all of educational psychology to just one principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.”
ANCHORS
(Ausubel, 1966, p 169)
A
B
C
availability
in the learners cognitive structure of relevant anchorage necessary for the incorporation of new content
relevant ideas discriminable from the new ideas to be learned, so that the latter can be incorporated and retained as separate entities in their own right.
the stability and clarity of the relevant
cognitive structure ideas, which affect the strength of the anchorage
they provide for the new learning material
Variables which suggest certain pedagogic principles for planning efficiently the introduction of new
subject-matter material.
STRUCTURING DATA
The conceptual lens uses an idea or concept (generally a macroconcept) to bring focus and depth to a study, facilitating the transfer of understanding and ensuring synergistic thinking.
(Erickson, 2008, p. 105)
A „hanger” (or a higher order thinking concept) on which to hang the new knowledge.
(Hattie & Yates, 2014, p. 115).
STAGES
(Stern, Ferraro & Mohnkern, 2017, p 63)
Identify the Concepts
Build on what you know
Clarify to what extent what you know can be applied in the new context
Modify your understanding on the new situation
Generalization (+-)
Examples: the concept of revolution- injustice/oppression/conflict French/Russian Revolution/BUT The American Revolution from 1700?
Conceptual questions to support understanding
(Stern, Ferraro & Mohnkern, 2017, p 25)
What is the relationship between ______ and ______?
How does ______ impact ______?
How do the forces of ______ and ______ interact?
What effect do _____ and ______ have on ______?
Conceptual questions should ask about the nature of the relationship between
concepts.
3 TYPES OF QUESTIONS TO GUIDE STUDENTS THINKING
FACTUAL QUESTIONS
What habits do highly excellent people develop?
CONCEPTUAL QUESTIONS
How does the pursuit of excellence contribute to personal growth?
QUESTIONS FOR DEBATE
Should excellence be prioritized over work-life balance?
Graphic organizers
(Ausubel, 1966, p.173)
A
B
C
D
In the case of completely unfamiliar learning material, it would be necessary to furnish only
an expository organizer to provide anchorage for the new material in terms that are already familiar to the learner.
In the case of relatively familiar learning material a comparative organizer would be used, to integrate new concepts with basically similar existing concepts in cognitive structure and to increase discriminability between new and existing ideas which are essentially different but confusably similar.
CHARACTERISTICS OF ADVANCE ORGANISERS
(Sarah Cottingham,2023,p.84)
Presented in advance
Not too detailed/not summaries BUT activate and organize relevant existing knowledge to create a framework
Pitched for the learners – check the language, the details offered, the branching out of ideas
Logical relationships – use analogies, examples.
All kinds of organizers could be efficient: graphic, verbal, expository and comparative
Source: David Goodwin https://mrgoodwin23.wordpress.com/2020/11/28/organising-knowledge-ausubels-advance-organisers/
What is the difference between a graphic organizer and a graphic advance organizer? Timing and intent.
(Ausubel, 1960).
Comparative advance organisers are useful to prevent students from mixing up two potentially confusable ideas about which they have some knowledge.
Excellence
Perfectionism
High standards
Commitment to improvement
Attention to detail
Growth-oriented
Progress and mastery
Encourages confidence and resilience
Mindset
Focus
Emotional impact
Fixed, all or nothing
Avoiding mistakes
Fear of criticism
Stress, anxiety, self-doubt
Discipline and hard work
Desire for recognition
Self- assessment
Excellence is about doing your best and growing, perfectionism is about never making mistakes.
What are some concepts that could benefit from an analysis with the help of an advance comparative organiser in the Good Project Units?
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-
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To elaborate tests effectively at least 30% of the questions should assess surface learning and 30% should aim at deep learning.
(Hattie, 2014, p.118)
HOW? �Check for meaning!
- Choose the most significant conceptual relationship from the learning unit and ask students to explain it to one another.
HOW?
Offer a new current context in which students should demonstrate an understanding of the conceptual relationship.
ASSESSMENT
The roots = Ethics, Excellence and Engagement
The trunk = the internal transformation when a student:
Connects new knowledge to existing beliefs (Ethics)
Feels emotionally and intellectually invested (Engagement)
Develops mastery in their work (Excellence)
Alignment
Branches – impact, actions and outcomes
Bibliography
Anderson, L. W. & Krathwohl, D.R., et al A taxonomy for learning teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman, 2001.
AUSUBEL David , in HERBERT J. KLAUSMEIER, CHESTER W. HARRIS, ed. Analyses of Concept Learning, Academic Press, 1966, p. 157-175. ttps://www.sciencedirect.com/science/article/pii/B9781483231273500158
Biggs, J. & Collis K. Evaluating the quality of learning: the SOLO taxonomy. Academic Press, New York, 1982.
Fullan M, Quinn J, McEachen J. Deep learning. Engage the World. Change the world. Corwin, 2018
Erickson H, Lanning L, French R Concept-based curriculum and instruction for the thinking classroom. Corwin, 2017.
Fisher, Frey & Hattie, Visible Learning for Literacy, Corwin, 2016.
Hurrell,Derek P. Conceptual knowledge and Procedural knowledge:Why the conjunction is important for teachers, Australian Journal of Teacher Education,Volume 46, Issue 2 Article 4 2021
Purwadi, I & I Gusti Putu Sudiarta, Sudiarta & Suparta, I Nengah. (2019). The Effect of Concrete-Pictorial-Abstract Strategy toward Students' Mathematical Conceptual Understanding and Mathematical Representation on Fractions. International Journal of Instruction. 12. 1113-1126. 10.29333/iji.2019.12171a.
Stern J, Ferraro K & Mohnkern J, Tools for Teaching Conceptual Understanding. Secondary. Designing Lessons and Assessments for Deep Learning. Corwin, 2017.
Stern J, Ferraro K & Mohnkern J, Tools for Teaching Conceptual Understanding.Elementary. Harnessing Natural Curiosity for Learning that Transfers. Corwin, 2018.
Cottingham Sarah, Ausubel’s Meaningful Learning in Action. John Catt, 2023.
Thank you!