Teaching Concepts

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Teaching and Learning Concepts
A pretest and consideration of research into the
use of concepts. What do students learn?
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A TRUE FALSE CONCEPT TEST

• Concept density is more important than word
  length when considering a books readability
  level.
• Although concepts appear in many different forms,
  all of them are basically alike.
• Every discipline of the social sciences is built
  around concepts.
• It is the subject matter to which a concept
  belongs that makes it easy or difficult to learn.
  
• Learning about what a concept is not helps us to
  learn what it is.

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A TRUE FALSE CONCEPT TEST

• The longer a concept name is, the more difficult
  the concept is to learn.
• Unless you can explain what a concept is in your
  own words, you have not really learned it.
• Subject matter to teach a concept is presented in
  the same way as that for other objectives.
• The more information a student has about a
  concept, the easier it will be to learn it.
• Learning a concept occurs in the same way as
  learning a fact.

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CONCEPT-CONCEPT MAP
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FAMILY-CONCEPT MAP
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Concept Analysis

• Name the concept
• Define the concept
• Identify critical attributes
• Select examples
• Select non-examples

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Concept Analysis of Freedom
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Teaching Concepts

• Parkers Renaming Strategy
• Cooridinated Concepts

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Parkers Renaming Strategy
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A Data Retrieval Chart for the Concept of
Democracy
Examples Does the Majority Rule? How? Are Minority Rights Protected? How? Are the laws written? Where?
United States
Canada
Mexico
Class Meeting
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Completing the Chart

• Studying multiple examples
• Noting Differences
• Noting Similarities
• Summarizing
• Labeling
• Application classifying

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COORDINATED CONCEPTS
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Review and Development

• In Groups of three to five
• Summarize the Key Points
• Expand and Add Ideas
• Raise Questions for Clarification