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Teaching Conceptually and Strategies - Research Paper Example

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According to Olsen and Kovalik (2010), this kind of approach to learning starts with student’s experience, then the concept taught and then the vocabularies and difficult words in the concept. If an instructor adapts this approach, he would be teaching more conceptually, thus, promoting conceptual understanding among his/her students. Another tip that can assist in moving from topically driven model is emphasizing on conceptual content of a lesson rather than the topic content. In this approach, less content is taught on a topic while making sure the concept is well understood among students. The main idea is taught in point forms where emphasis on the individual point enhances understanding. For example when teaching on human growth and development, development stages like childhood, teenage and adulthood will expound the concept. An instructor can also employ teaching materials hat represent the concept being taught. A good example is using animals’ pictures and leaves to teach ecological concepts (Pressley, 2003). This kind of approach is conceptually based as it mainly emphasizes on the conceptual understanding of the ideas being taught. The reason for this is that animals and leaves would represent the concept being taught and would reveal how such a concept could be applied. Provide an example of a time when you adjusted your current teaching approach to move toward teaching more conceptually. I adjusted my teaching approach to become more conceptual when I taught speech writing to

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8th grade students. Since I was to teach about speech, I collected several speeches written by different authors and speech articles from magazines. Before introducing the concept of speech writing, I first required the students to read the speeches and discuss the structure and content with their fellow students. I later introduced the concept of speech writing and related it to the different speeches they had read. After that I taught the students what constitutes a good speech and told them to identify which one among the speeches they had read was an illustration of a good speech. Requiring the students to read the speech could have been taken as the way of creating a conceptual experience among the students before introducing the concept. In this case, I related the concept with the experience I had created among students. This assisted me in promoting not only the conceptual understanding among my students but also the understanding of how to apply the concepts to deliver a good speech. My teaching approach in this case was more conceptual than topically based. The main achievement was that I was able to incorporate ideas taught in another topic to make my students understand the topic of speech writing much better. Select and analyze three of the best and three of the worst practices that you found. Explain your reasoning for selecting these practices. One of the best practices that can be adapted in teaching is motivating students to learn (Stone, 2008). In practice, students should be promised rewards if they achieve a certain level of conceptual understanding. Another best practice is differentiating the structure and content of instruction to fit a concept (Stone, 2008). Within this kind of practice, teachers should adjust the way they give instructions to promote conceptual understanding among the students. Using external teaching material in class is another example of excellent practice

Summary

Provide at least three tips for moving from topically driven model of instruction to conceptually driven model Today’s teaching conceptually is one of the most effective ways of training in modern society. It focuses the instruction on conceptual ideas rather than thoughtless application of procedures (Sowder, 1998)…
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