Concept Development

This entry is part 5 of 8 in the series Explicit Direct Instruction

IAB_CL1_PX01449In teaching, it helps to put things into stages or steps. As we move closer to the meat of the lesson, concept development brings us to what we call “The Big Picture.” Here, we examine with the students what exactly this lesson is all about and why it will be beneficial to learn it (also an aspect of another step we’ll cover later called importance.)

Bring in realia, newspaper clippings, objects, music, etc. This is a great place to really make the learning objective come alive. It’s where you literally “develop the concept” for them. For example, if you are teaching similies, you would make examples and show them and make a “non-example” as well.

Concept Development is a key ingredient to getting the mind open to the learning objective.  An example would be if you were teaching the vocabulary word “dozen” you would bring in a carton of eggs and do all sorts of mental math problems using the word dozen.  You might discuss how using the word dozen is used in grocery stores, bakeries, restaurants, etc.  Concept development is the step before skill and guided practice where you are showing the questions and how to di them but not expecting the kids to answer them yet.  Familiarity and relevance are the words that come to mind.  No high level thinking just yet. Here are some sample lessons.

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