Conceptual Teaching Archives

A thought: make students write as intensely for a common writing task as they do for an exam.

by thequillguy | Jun 28, 2020 | Conceptual Teaching, For Teachers | 0 |

So much of my training has involved inspiring students for whom there is little intrinsic motivation for study. I have taught in schools where the consequences of this can be visceral. Teaching students like this is a different job, although you cannot separate good teaching from behaviour management (although you can separate behaviour management from good teaching, it seems). If a student trusts you and desire to work (often it is even just because of your persona as a teacher), the enable them to create and analyse at length outside an exam is an ambition not often mentioned.

Essay Scenarios – Practice in Elite Sport Transferred to the English classroom

by thequillguy | Jun 25, 2020 | Conceptual Teaching, For Students, Metacognition | 0 |

I think the thing with metacognition is for students to move beyond listing subject-specific strategies (which isn’t that tricky), and instead to actually conceptualise what they might mean. Writing is an idiosyncratic process so what works once may not work again (at least for a while…). It is also a fairly tacit process, so just articulating a strategy again is not necessarily helpful.

Thoughts about Narratology and Prosody at iGCSE- PRIORITISING THE TEACHING OF FORM

by thequillguy | Jun 21, 2020 | Conceptual Teaching, For Students, Literature | 0 |

Narrative theory is undertaught I think. I have had to self-educate myself. It is essential when responding to novels because without it there is an undue focus on finding figurative language. Finding figurative language can be a huge issue when that might not be what the narrative is doing, especially when focalised on a character who is uneducated (or just normal!). Therefore, understanding focalisation is key… to whom do the words belong?

Seven Thoughts about Chapter Two of Erickson’s Concept-Based Learning

by thequillguy | May 26, 2020 | Conceptual Teaching, For Students | 0

How do we address the need to continually teach ideas and skills in different subjects? Why does persuasive writing in English not seem to transfer to other subjects?

40 Ideas about concept-based teaching – chapter 2

by thequillguy | May 23, 2020 | Conceptual Teaching, For Students | 0

Generalisations have many names. They can also be called: an enduring understanding; a statement of inquiry; or a central idea.

8 Questions for Reflection: Chapter 2 of Concept-Based Learning by Erickson

by thequillguy | May 19, 2020 | Conceptual Teaching, For Students | 0

What is the difference between two-dimensional and three-dimensional curriculum?

50 Initial Thoughts about Concept-Based Learning

by thequillguy | May 17, 2020 | Conceptual Teaching, How to Plan and Mark | 0

This post serves as 50 initial thoughts about concept-based learning based on a course.

can concept-based learning help you teach and write better thesis statements?

by thequillguy | May 16, 2020 | Conceptual Teaching, For Students, How to Plan and Mark, How to Teach Literature | 0

The Teaching of Literature Should be Led by Ideas Literature is not a subject in itself. It has a...

Why consider Concept-Based Curriculum? Five Necessary Thoughts

by thequillguy | May 12, 2020 | Conceptual Teaching, For Students, For Teachers, How to Plan and Mark | 0

CBL aims to create intellectual character. This is a worthy mission. Not every teacher has the cultural literacy to do so immediately, but every teacher should have the tools to strive for intellectual character.

Book Study on the First Chapter of Concept-Based Learning – 6 Questions

by thequillguy | May 10, 2020 | Conceptual Teaching, How to Plan and Mark | 0 |

My classroom focuses on thinking. It prioritises academic thought, but it is inclusive of people that did not choose to take my subject. It is a place of dialectic where students are expected to argue for and against that they may or may not believe in, and to come to conclusions they can aptly defend.