To what extent is my current practice concept-based?

Misunderstandings and Struggles

So let’s start with a common misunderstanding and struggle which may resonate, and according to Lynn Erickson, is shared by many teachers around the world.
A common misunderstanding is the belief that concepts are more important than facts. This, however, is a myth. What is needed to support students is to offer a content rich curriculum so that students can access examples and use them in order to build conceptual and transferrable understandings.
A common struggle, also shared by many teachers, is that they find it difficult to go beyond teaching content and skills. Concept-based learning aims for students to use core content and skills as tools - as opposed to content and skills being the final destination of learning - to reach higher levels of thinking and deeper understanding. One common reason is that teachers feel they need to β€˜cover’ the curriculum. Another common reason is that teachers can feel unsure of the steps they can take to scaffold learning so that students build their own conceptual understandings.

Reflect - Act

Before going any further pause to read the rubric as a reflection tool. Consider using this continuum to make notes and adjust as you move through this course:
  1. 1.
    ​Click here and download the teacher reflection tool to support you in your concept-based learning journey
  2. 2.
    Read, reflect and highlight across the continuum based on your own practice
  3. 3.
    Identify which areas you might consider to develop in your teaching
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