CONCEPT TEACHING

Bernadette Calugcug

BACKGROUND

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CONCEPT is a big idea or generalization. T-L the way knowledge and experiences are sorted out to form a specific class. ULTIMATE GOAL enable students to categorize ideas, experiences and objects.
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RATIONALE

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Concept teaching is based on the assumption that concept formation begins at an early stage.

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PRESENTING THE CONCEPT

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a.) Expository or Rule to Example Method. - the teacher defines the concept for the students and then provides them examples to reinforce their understanding. b.) Interrogatory or the Example to Rule Method. - the examples are given first and the students discover the concept themselves through the process of logical reasoning.

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APPROACHES USED IN CONCEPT TEACHING

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1. Direct Presentation Approach uses the rule to example method or the deductive method.

2. Concept Attainment Approach assists the students to arrive at a concept using the example to rule method inductive method.
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STEPS AND POINTERS

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1. Defining the objectives of the lesson to get students ready to learn.

2. Input of examples and non examples. In deductive method, the concept is given first, then the examples. In the inductive method, the examples are given first.
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3. Testing for attainment or understanding. Additional examples and non examples are given to test students understanding of the concept. 4. Analysis of their thinking and integration of learning. Students are asked to examine their own decisions.
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SUMMARY

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CONCEPT - building block - attributes / distinct LEARNING - sorting / categorizing - age / intellectual development - example / non examples

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 The teacher should help students analyze their own decisions through further questioning and focused discussion. Tests for concept learning can be used for diagnostic purposes. Students errors will reveal misconceptions about a concept and therefore a reteaching may instantly be undertaken.
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o SOURCE: Teaching Approaches & Strategies Gloria G. Salandanan, Ph. D.

Bernadette Calugcug