Focused Learning Through Direct Instruction Session Five: Instruction That Works: Concept Development Presented by : Lorna Manuel, Patty Garrison, & Doreen

Focused Learning ThroughDirect Instruction

Session Five:Instruction That Works: Concept Development

Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller

Moderated by: Nancy Silva, CTAP Region 2 - BCOE

Regional System of District and School Support (RSDSS), Region 2

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Focused Learning ThroughDirect Instruction

Session Five:Instruction That Works: Concept Development

Presented by: Lorna Manuel, Patty Garrison, & Doreen Fuller

Moderated by: Nancy Silva, CTAP Region 2 - BCOE

Regional System of District and School Support (RSDSS), Region 2

Webinar Learning ObjectivesAfter the webinar, participants will: Be able to identify the steps in developing a concept. Be provided samples of concept development in ELA,

Math and Science following the steps and using a variety of strategies to help students interact with concepts.

Be introduced to concept maps for use in lesson concept development.

DI – Lesson Design Components Learning Objective Activate Prior Knowledge Concept Development Lesson Importance Skill Development Guided Practice Lesson Closure Independent Practice

10

A Concept is……a set of objects or events that share

common characteristics and a common name.

Concept should include: Definition/rule Examples Non-examples (if possible)

(Clark, 1999)

“If the material is a new concept, it is important that the teacher discuss the characteristics (or attributes) of the concept, the rule or definition, and several examples.” Models of Teaching, p. 319

Not all terms and ideas…

“… students need to learn are equal. Some ideas rise to the level of central concepts that serve as bedrocks for future teaching and learning. When students have only a hazy understanding of key concepts like culture or civilization in social studies, polynomials in pre-algebra, or even alive in primary-grade science, much of their future learning, which rests on key concepts like these, will be hampered by that initial lack of definitional clarity.”

- Silver, Strong, & Perini (2007), The Strategic Teacher

Concept Attainment

“Learning a concept involves more than just learning a label; it involves learning the essential attributes of a concept. To learn the essential attributes of a concept, students must be able to discriminate between examples and nonexamples.”

Silver, Strong, & Perini (2007), The Strategic Teacher

During concept development, you explicitly teach your students the concepts contained in the Learning Objective.

During concept development, you explicitly teach your students the concepts contained in the Learning Objective.

Example:

Learning Objective – Students will calculate the average speed of a moving object.

Concept: average speed

Why is Concept Development Important?

…so students can generalize to new situations in school and real life.

… so students can internalize the generalization as opposed to learning individual instances.

… so students will do well on annual state tests.

Focus is on deep understanding of a concept High learner motivation and involvement Can be adapted for simple to very sophisticated

concepts Encourages clarification of concepts;

similarities and differences between concepts

Why is Concept Development Important? The Benefits

What are the Limitations?

May be too challenging for convergent thinkers

Takes more time to prepare this type of lesson – particularly identifying good examples and non-examples of the concept

Steps in Developing a Concept1. Identify the concept in the learning objective.2. Provide a written bulletproof definition or rule

that contains the concept’s critical attributes (characteristics).

3. Provide examples and nonexamples that clarify the concept by revealing critical, noncritical, and share attributes.

4. Teach the concept by explaining, modeling, and demonstrating.

5. Have students interact with the concept.6. Provide CFU questions of the concept.

English Language Arts:

An Example

of

Concept Development

Content Standard (8WC1.2) Sentence Structure: Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.

Learning Objective: Students will use parallelism, including similar grammatical forms, in all written discourse to present items in a series

Identify the Concept in the Learning Objective

Concept: Parallelism

Provide a written bulletproof definition or rule that contains the concept’s critical attributes

(characteristics).

Parallelism Parallelism refers to parallel structures in sentences that use the same pattern of words to show that two or more ideas have the same level of importance and are balanced.

A noun is listed with other nouns, an -ing ending with another –ing ending, etc.

From the Greek…beside one another

Category

Essential Attributes

Sentence Writing

PARALLELISM

Same pattern of words

Same level of importance

Words are balanced

Nouns balanced with nouns

Balanced verb tenses

Pair prepositional phrases

Coordinating Conjunctions

Correlative Conjunctions

Comparative and contrasting expressions

Related Topics

Provide examples and nonexamples that clarify the concept by revealing critical, noncritical, and shared attributes.

Nonexample: I enjoy tennis more than playing basketball or soccer.

Example: I enjoy tennis more than basketball or soccer.

Critical Attributes: Balance, same pattern, importanceNouns need to be balanced with nouns. “Tennis” is a noun, but “playing basketball” is a phrase.

Noncritical Attribute: order of words

Category

Essential Attributes

Sentence Writing

PARALLELISM

Same pattern of words

Same level of importance

Words are balanced

Nouns balanced with nouns

Balanced verb tenses

Pair prepositional phrases

Air travel is safe, fast, and convenient.

Air travel is safe, fast, and it is convenient.

Nonexamples

Examples

Yesterday I worked, studied, and read a book.

Yesterday I worked, studied, and was reading book.

Coordinating Conjunctions

Correlative Conjunctions

Comparative and contrasting expressions

Related Topics

Teach the concept by explaining, modeling, and demonstrating

Example-1: Teacher Models Thinking

• Swimming, seeing movies and to go for walk are my hobbies.

In this sentence also the first two hobbies (swimming and seeing movies) have been given in single words while third hobby (to go for walk) has been mentioned in an infinite form. This sentence lacks the parallelism.

The correct sentence is:

• Swimming, seeing movies and walking are my hobbies.

Example 2: Next month we can go to the movies or riding motorcycles in

the mountains. The prepositional phrase "to the movies" is not parallel with the verb

"riding.“

The corrected sentence looks like this: "Next month we can go to the movies or to the mountains to ride motorcycles."

Connect information to what students are familiar with and what they are going to be taught.

Do not use new vocabulary in making these connections

Have students interact with the concept


Directions:

- Read the story excerpt that follows.

- Respond to the questions: What makes the phrase in red examples of parallelism?

“RIKKI-TIKKI-TAVI” EXCERPT

“Don’t be frightened, Teddy, “said his father. “That’s his way of making friends.”

“Ouch! He’s tickling under my chin,” said Teddy.

Rikki-tikki looked down between the boy’s collar and neck, snuffed at his ear, and climbed down to the floor, where he sat rubbing his nose.

“Good gracious,” said Teddy’s mother, “and that’s a wild creature! I suppose he’s so tame because we’ve been kind to him.”

“All mongooses are like that,” said her husband, “If Teddy doesn’t pick him up by the tail or try to put him in a cage, he’ll run in and out of the house all day long. Let’s give him something to eat.”

They gave him a little piece of raw meat. Rikki-tikki liked it immensely, and when it was finished, he went out into the veranda and sat in the sunshine and fluffed up his fur to make it dry to the roots. The he felt better.

Task #1: Pick a a card and read it. Then tell group members why it is an example of parallelism.

“He came home the same way, the front door slamming open, his cap on the floor, and the voice suddenly became raucous shouting, “Isn’t anybody here?”

At lunch he spoke insolently to his father, spilled his baby sister’s milk, and remarked that his teacher said we were not to take the name of the Lord in vain.

He climbed down from his chair and squatted down and touched his toes.

Charles yelled during story hour and hit a boy in the stomach and made him cry.

Task #2: With your group, find other examples where the author uses parallelism.

Adapted from materials from Kathy Glasswww.kathyglassconsulting.com

CLOZE PROCEDURE He was permitted ___________ a musical

instrument, to read books, and to write letters. Those who watched him said that during the whole

of that year he was only eating, drinking, and ________.

It was agreed that during the period he would be deprives of the right to cross the threshold, to see living people, to _________human voices, and to _______letters and newspaper.

Excerpts from “The Bet” by Anton Chehkov

Adapted from materials from Kathy Glasswww.kathyglassconsulting.com

Mathematics:

An Example

of

Concept Development

Kindergarten Math Content Standard (NS2.1): Identify and describe common geometrical objects (e.g. circle, triangle, square, rectangle, cube, sphere, cone)

Learning Objective: Students will identify and sort pictorial representations of circles and squares.


Concept: Circle and Square are two basic and different shapes


(characteristics).

A A circle circle is a curved line that forms a closed loop. If you put a dot in the exact center of the circle, all the points on the curved line are the same distance (equidistant) from the center.

A A square square is a rectangle with four connected straight lines forming a closed object. The four sides are the same length. The corners are all equal (90 degrees or perpendicular).

Provide examples and nonexamples that clarify the concept by revealing critical, noncritical, and share attributes

Nonexample: A rhombus and a rectangle are not squares.

Example: A square has four equal sides and equal corners.

Critical Attributes: • Four equal corners (perpendicular/90 degrees)• Four equal sides• Closed objectNoncritical Attribute:• Size of the shape

Provide examples and nonexamples that clarify the concept by revealing critical, noncritical, and shared attributes.

Nonexample: An ellipse is not a circle. Example: All the points on a circle are the same distance

from the center.

Critical Attributes: • Curved line• All points equally distant from middle.• Closed loopNoncritical Attribute:• Size of the shape

Teach the concept by explaining, modeling, and demonstrating

Example: Teacher Models Thinking

Using the SMART board, project multiple images of varying sizes of rectangles, rhombuses, squares, parallelograms, and diamonds.

With the students, demonstrate and discuss the critical attributes of the shape and why it is or isn’t a square.

Connect information to what students are familiar with and what they are going to be taught.

Do not use new vocabulary in making these connections



Read the picture book, The Village of Round and Square Houses.

Give each student sheets of pictures of everyday common objects. Have the students cut out the shapes that are circles and squares, then have them tape or glue them to a larger circle or square piece of paper.

Example from “Picture Books that Teach Concepts in Science, Math, and Social Studies to Beginning Readers” by Mildred R. Donoghue, ,ERIC ED 455 499.

The Village of Round and Square Houses by V. Grifalconi (Little, Brown, 1986), 32 pp.

Science:

An Example

of

Concept Development

7th Grade Standard4. d. Students know that evidence from radioactive dating indicates the age of the Earth.


Objective:Students will communicate the logical connection tests conducted, data collected, and conclusions drawn from the scientific evidence.

Concept: Carbon Dating

To develop the idea that carbon dating is based on gathering evidence in the present and extrapolating it to

the past.

Carbon Dating: A technique for measuring the age of organic remains based on the rate of decay of carbon 14.


(characteristics)

Provide examples and nonexamples (or familiar and unfamiliar) that clarify the concept by revealing

critical, noncritical, and shared attributes.

Students interact with the concept through analogies

Teachers will teach the concept by explaining, modeling, and demonstrating

Concept Development: Analogy

Analogy is a thinking skill demonstrated when a student can give examples similar to, but not identical to a target example.

Concept Development: Analogy and Science

When a teacher uses phrases such as “similarly”, “likewise”, “in the same way as”, “in comparison to”, and “just like”, they are generally using analogies to help students grasp a concept.


If, however, the analogies are not well chosen or applied systematically, they may be ineffective or cause confusion.


The goal is to transfer ideas from a familiar concept (the analogue) to an unfamiliar one by mapping their relationship.


1. Introduce the target concept

2. Review the analogue concept

3. Identify the relevant features of target and analogue

4. Map similarities between the target and analogue

5. Indicate the limitations of the analogy

6. Draw conclusions

This fosters relationships and connections to new and better understanding.

2. Review the analogue concept:

Transfer ideas from a familiar concept (the analogue) to an unfamiliar one by mapping their relationship.

The familiar concept (the analogue)

The analogy of a newly poured glass of soda and counting the number of bubbles. The longer the glass is exposed to air, the less the bubbles. By measuring the rate of decrease in the number of bubbles/time, one can determine the length of time the glass was out.

3. Identify the relevant features of target and analogue:

All living things on Earth are made up of a high percentage of an element called Carbon.

Most carbon on Earth is not radioactive (C-12), but a very small percentage is (C-14). Thus, as living things take in carbon, they inevitably will take up a small amount of radioactive carbon, C-14, into their bodies.


When life forms die, they stop taking in new carbon.

The radioactive carbon, C-14, decays at a known rate or set amount of time.


This allows scientists to look at the amount of decay in a fossil’s radioactive carbon, C-14, and determine a relative date.

Radiocarbon dating is only effective for objects and fossils that are less than 50,000 years old.

4. Map similarities between the target and analogue

The rate of decrease in bubbles can be used to determined the length of time the glass was out. The longer the glass of soda is out the less the bubbles.

Critical Attributes of Carbon Dating

Based on gathering evidence in the present and extrapolating it to the past.

A technique for measuring the age of organic remains based on the rate of decay of carbon 14.

5. Indicate the limitations (non-attributes) of the analogy:

Soda is not a living thing. Soda is not made up nor does it require the same elements as a living organismSoda bubbles pop; they do not decay like a once living organism

6. Draw conclusions

Concept:: Carbon dating is based on gathering evidence in the present and extrapolating it to the past.

Wrap Up

Reviewing the lesson learning objectives: Be able to identify the steps in developing a concept. Be provided samples of concept development in ELA,

Math and Science following the steps and using a variety of strategies to help students interact with concepts.

Be introduced to concept maps for use in lesson concept development

Resources

Concept Development Rubric

Models for Developing Concepts

Concept Map Template – Double Bubble Map

Next WebinarFocused Learning Through

Direct InstructionSession Six:

Skill Development, Guided Practice & Lesson ClosureDecember 7, 2011

3:30 PM – 5:00 PMRegister on the Region 2 RSDSS website:

http://www.tehamaschools.org/department/rsdss/upcoming-rsdss-events

Contact InformationDoreen Fuller (Shasta Hub Coordinator – serving Lassen,

Modoc, Siskiyou, Shasta, and Trinity Counties): [email protected]

Patty Garrison (Butte Hub Coordinator – serving Butte and Plumas Counties): [email protected]

Lorna Manuel (Region 2, RSDSS Director and Tehama Hub Coordinator – serving Glenn and Tehama Counties): [email protected]

Documents

Focused Learning Through Direct Instruction Session Five: Instruction That Works: Concept Development Presented by : Lorna Manuel, Patty Garrison, & Doreen