5 Engagements for Conceptual Learning
As we say, when we work with teachers the concepts being focussed on are the language of the learning community. Engagements are developed to continually build on learner’s understanding of the concept and to enable them to reflect on new learning, for them to make sense of their learning.
Below are some ideas for engagements to focus on the conceptual nature of a unit.
1. Concept Walk:
This engagement is a nice way to start the unit, to begin with it would be suggested you introduce learners to the concepts so they have an initial understanding of it. Learners go on a concept walk inside/outside (where possible) and take images of where they think they see that concept e.g. (identity: images could include; photographs, passports, artefacts, clothes, jewellery) (structure: images could include; table, chairs, cabinets, buildings, trees, roads) (pattern: images could include; tiles, materials, leaves, flowers, insects, artefacts). These images are shared face to face or online individually and/or in small groups and then learners decide how they want to present their images together with their understanding of how these images are connected to the concept. This encourages learners to think about the concept more broadly and develop their own generalizations about it. As the unit progresses and learners build their understanding they can go on another concept walk to add to their initial ideas.
2. Concept Chart/Page:
The concepts focussed on are on an online platform or a page in student’s book/journal (individual understanding), or a chart in the classroom for all to access (collective understanding).
As the unit progresses, learners display their understanding of the concept. This can be done by adding pictures, symbols, words or statements to either the class page or their individual page. This can be done throughout the unit or at specific times.
Throughout the unit learners revisit this page to develop their generalizations of the concept. Educators use this information to check in on learners current understanding of the concept.
3. Concept Map
Students make connections between the concepts through a concept map. They do this throughout the unit to show their ongoing understanding of the concepts and their connection.
4. Concept Collaboration Chart
Learners are placed in groups and the chart is used throughout the unit. Each time the learners revisit the chart they add to their understanding in a different color and/or date it.
Example: Concept of Identity
5. Concept Board
Students form groups of four. They write the concept as a heading in the middle. Each student takes one quarter of the page and silently writes or sketches their ideas about the concept. Once they have done this, each individual shares their ideas, and those on which the whole group agrees are placed in the middle under the heading of the concept word. This engagement gives students the chance to share ideas and reflect on their understanding of the concept with their peers. Students can continue to get into their groups to add their ideas.
We hope you find these conceptual engagements useful.
Please note that shortly we will be providing a booklet of Conceptual Experiences for purchase on our website.
© Innovative Global Education 2020
