1. 1 Strategies for Teaching Concepts Intellectual Skill (the ability to apply knowledge across a variety of previously unencountered instances)

2. 2 Concept Is a set off specific objects, symbols, or events which are grouped together on the basis of shared characteristics and which can be referenced by a particular name or symbol (Merrill & Tennsyson, 1977)

3. 3 Concept Examples Garden Hose Nozzle Dog House

4. 4 Concept Examples Cactus

5. 5 Other Concept Examples Computer Adverb Forehand Serve Reptile Blue Prime Number Profit Cartoon Impressionism Cold War Igneous Hunter-gatherer Pulley Scapegoat Bull Market Cumulus Cloud

6. 6 Concrete Concepts Are known by their physical properties

7. 7 Abstract Concepts Known only as they fit a particular definition

8. 8 You Pick the Abstract & Concrete Computer Adverb Forehand Serve Reptile Blue Prime Number Profit Cartoon Impressionism Cold War Igneous Hunter-gatherer Pulley Scapegoat Bull Market Cumulus Cloud

9. 9 You Pick the Abstract & Concrete Computer (C) Adverb(A) Forehand Serve(C) Reptile(C) Blue(C) Prime Number(A) Profit (A) Cartoon(C) Impressionism (A) Cold War(A) Igneous(A) Hunter-gatherer(A) Pulley(C) Scapegoat(A) Bull Market(A) Cumulus Cloud(C)

10. 10 What Concept Learning is “Not” Verbal Learning -Learning the definition vs. learning the concept »i.e., memorizing the definition of triangle is not learning the concept of triangle -Labeling vs. membership in class »i.e., child points to a dog and says, “Gracie” (the dog’s name) -- verbal information »if he points to the dog and say, “golden retriever”, he has acquired a concept

11. 11 When is a Concepts Learned? Able to use the concept to classify previously unencountered instances as members of the concept Able to supply their own example of the concept Able to apply the concept in day-to-day encounters

12. 12 Concept Learning Requires Two Cognitive Processes Generalization Discrimination

13. 13 Generalization Learners must first learn to “generalize” beyond the single instance to others that fall within the same category. -But not to “Overgeneralize”

14. 14 Discrimination Then learner must learn to “discriminate” between examples of the concept and non- examples. And to “transfer” the concept to setting other than the setting in which they first encountered the concept.

15. 15 Concept Can Go Wrong in Two Ways Learner may continue to over generalize.  or They may continue to under generalize

16. 16 Essential Conditions in a Concept Lesson Use a generative strategy like the “inquiry approach”  or Use a supplantive strategy like “expository approach

17. 17 Inquiry Approach Exploratory strategy -Discovery approach »The guessing game “yes & “no” »Learners develop tentative hypothesis »Then presented with more examples & non- examples »Learns state their hypothesis »Process of sorting out the correct ones »Learners think of their own examples of the concept

18. 18 Teaching Textbased Concepts Deploy Attention -i.e., bold faced text Arouse Interest -Inquiry strategies Est. Inst. Purpose -By learner -By instructor Preview Lesson Recall Prior Knowledge -Advanced Organizers »ties prior knowledge to new learning Process Info & Examples Focus Attention Practice Feedback Employ Learning Strategies

19. 19 Expository Approach Present the concept Its labels Critical attributes Present many examples and non-examples Discussion of the “best” example Learner then develop their own examples

20. 20 Summary Have you learned the “concept” of “concepts?”