Concept Development
Sue Pawula
Evaluation
The
presentation replicating the Concept Development Model was completed through
exact use of the wording required in the Taba example. My peers were able to be involved in
the same type of instruction involving working collaboratively to complete a
list, group, label, regroup, and synthesis. Their involvement was clear through the conversation that
were visible and their interactions and information exchanges. The technique, which is targeted at
students, still is relevant for involving adults in a concept building activity
where they are encouraged to exhibit deep metacognitive thinking and reflect
critically on what others contribute.
This is a brain based activation model that requires delving into prior
learning and creativity in looking at information from a different angle.
Using
a common theme of “what we think of when we talk about a family activity” tied
into my peers personal lives and allowed them all to make connections to things
they liked to do with their families.
The handout covered all the points of the Concept Development in a clear
and concise manner and would allow anyone viewing it, the opportunity to follow
through and use the model in their own classroom with ease. The class discussion of the questions
of strengths and weakness focused on mutually acquired previous information on
learning theories as well our own prior knowledge of effective
instruction. It was determined by
the group that this model promotes cognitive development when used in the
appropriate setting with teacher support. Discussion compared it to the Problem
Solving Model since students are required to participate in groups and come to
a mutually agreed upon synthesized sentence to cover all they had discussed and
approved. It would have been an enhanced
presentation had we been able to write and interact with our “board” in our
virtual classroom for all to see.
The presentation is deserving of an “A”.
Reflection
When
researching Concept Development, I was happily surprised with how easy it would
be to utilize in my own classroom and how much it would improve the lessons and
the students’ use of their metacognitive reasoning skills. It is a model that would easily be
implemented in the individual parts of educational curriculum and also to
promote cross-curricular instruction.
It could contribute to all of my students acquiring knowledge from their
classmates through mutual sharing of prior knowledge. It really is easy to use since generating a list is usually
very simple for all students and when you are able to do so in a whole class or
even small group setting, the different perspectives of students past
experience really enriches the list.
Grouping, labeling, and regrouping the list also can contribute to student
creative reflection since they will be able to view how someone else sees how
they would group and label the words since they all bring different points of
view. This also calls for them to
think critically in order to defend their vision of how the lists should be
regrouped or labeled. Finally,
when generating the finally summarizing sentence, they are called on to reflect
and synthesis all that they have heard into a cohesive sentence analyzing the
entire process.
My
peers’ enthusiastic reaction to the subject made it very easy to draw out more
and more information. It allowed me to also perceive what they understood about the subject,
which is another avenue that we are always trying to pursue when evaluating our own students
to see how they are cognitively developing. I am looking forward to utilizing this during the upcoming school year as I think it will be met with enthusiasm and increased student involvement in all areas of learning.
No comments:
Post a Comment