Category: Conceptual Teaching
Dissimilar transfer in concept-based learning- Some thoughts
I question concept teaching models that aim for skill based transfers in my subjects. Such an approach loses the power and relevancy of our discipline. Instead I say we should aim for insights, human interest elements. Between schooling and learning, aim for learning.
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A thought: make students write as intensely for a common writing task as they do for an exam.
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.
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Essay Scenarios – Practice in Elite Sport Transferred to the English classroom
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.
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Thoughts about Narratology and Prosody at iGCSE- PRIORITISING THE TEACHING OF FORM
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?
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Seven Thoughts about Chapter Two of Erickson’s Concept-Based Learning
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?
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40 Ideas about concept-based teaching – chapter 2
Generalisations have many names. They can also be called: an enduring understanding; a statement of inquiry; or a central idea.
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8 Questions for Reflection: Chapter 2 of Concept-Based Learning by Erickson
What is the difference between two-dimensional and three-dimensional curriculum?
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50 Initial Thoughts about Concept-Based Learning
This post serves as 50 initial thoughts about concept-based learning based on a course.
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can concept-based learning help you teach and write better thesis statements?
The Teaching of Literature Should be Led by Ideas Literature is not a subject in itself. It has a...
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Why consider Concept-Based Curriculum? Five Necessary Thoughts
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.
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Book Study on the First Chapter of Concept-Based Learning – 6 Questions
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.
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Assessment For Learning – Warnock or Guardiola? A review of Dylan Wiliam’s ‘Embedding Assessment for Learning’
Part of my summer reading has been a review of Dylan Wiliam’s ‘Embedding Assessment for Learning’...
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