Starting With Students' Pre-Instructional Understandings make students' prior understanding visible
- 1: Individual Journaling
well-known qs->less known qs->understanding relationship->debating relationship - 2: Four Corners
- 3: Take a Stand, Then Divide and Slide
- 4: Gallery Walk With Chalk Talk
Introducing new concepts
- 5: Concept Attainment
-- 1. Investigating examples
-- 2. Distinguishing examples from nonexamples
-- 3. Confirming critical attributes
-- 4. Reflecting
-- 5. Using a concept wall and concept maps - 6: SEEI Presentations
Concept-Based Teaching in Two Words: Uncover and Transfer
The biggest pitfall we’ve seen teachers fall into with conceptual teaching is “covering” the concept by telling kids what the relationship between two concepts is.
uncover a relationship and practise transfer
Here’s the tricky part about transfer: It’s easy to get sucked into topical extensions rather than conceptual transfer. (比如，19世纪妇女运动学完要求回答迄今妇女运动所取得的成果——只使用了话题和事实，没有使用概念 Movements for change inevitably challenge the existing power structure.，学生既可以使用这个概括，也可以使用技能找出反映改概念的例子)
- 7: Learning as Uncovering and Transferring Understanding
Uncover: The Conceptual Inquiry Cycle
- 8: The Conceptual Inquiry Cycle 概念探究循环
abstract conceptual question->specific context(breadth: variety of context; depth: unit concept filter many contexts) - 9: Comparing Surface and Deep Learning
Transfer Is Both a Means and an End
- 10: Transfer and Its Limitations
