EDUC872-REPLIES-Discussion Thread: Concept
Prepare a response of at least 250 words and its own citations and references. Each reply must be substantive and at least 250 words, and each reply must contain at least one reference to the course material in current APA format. Respond to any questions that your classmates may pose in response to your thread.
Tesonya S.
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Biggest Take-Away
Make it Stick debunks learning myths and misconceptions about the difficulties of learning while providing ways to make learning easier. One of the biggest takeaways from the book was explored in myth number four. Myth number 4 debunks the idea of reviewing, rereading, and highlighting as effective strategies to study material (Brown et al., 2014). I found this interesting due to the fact most literacy programs stress the importance of close reading which stresses the practice of rereading and highlighting to gain a deeper understanding of the text. Besides my comparison moment to literacy practices, I walk away with a profound understanding of educators who practice the instructional practices of elaboration, generating, and reflection within their lessons to provide learners with a more effective way to understand concepts. Two additional takeaways for educators from Make it Stick explained how learning works and creates opportunities for learning (Brown et al., 2014).
Concept-Based Curriculum
The concept-based curriculum is based upon the three dimensions of concepts, generalizations, and principles of a two-dimensional understanding which moves away from subject-specific content to themes that span across multiple disciplines (Fannin, 2017). Educators must think of higher-level knowledge they want learners to take away from their learning experiences. Unlike skill-based learning, a concept-based curriculum does not focus on rote memorization and surface-level learning; however, it requires a higher level of application (Fannin, 2017). Another contrast between concept-based curriculum and skill-based curriculum is that skill-based knowledge does not transfer across content areas; however, concepts correspond across contents (Stern et al.,2017). I agree with beginning with the higher-level knowledge learners will gain as the lesson or unit progresses to content and skills that bring an informed application. In addition, I appreciate the way a concept-based curriculum allows for “Aha!” moments, big ideas, and deeper learning.
Jesus’ Teaching
Jesus taught important concepts each believer should understand. Jesus taught primarily through a concept-based perspective through parables, which were rich in understanding and relationships that cannot be learned through rote repetition. Jesus’ teaching style of conceptual learning is best demonstrated in the Sermon on the Mount (King James Bible 1769/2023, Matthew 5-7). Jesus presents information to his followers by painting scenarios and telling tales relevant to their life. Jesus parallels biblical principles as he models love, grace, mercy, love, and forgiveness. Jesus also demonstrated his conceptual teachings when he asked one of the most profound questions in the bible to his disciples: “But whom say ye that I am?” (King James Bible 1769/2023, Matthew 16:15). He allowed his disciples to come to their own conclusions based on the learning experiences they had with Jesus.
References
Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make it stick: The science of
Successful Learning. Harvard University Press. ISBN: 9780674729018
Fannin, K. (2017). Transitioning to concept-based curriculum and instruction. Curriculum and
Teaching Dialogue, 19(1), 157-159,170.
https://go.openathens.net/redirector/liberty.edu?url=https://www.proquest.com/scholarly-journals/transitioning-concept-based-curriculum/docview/1963925872/se-2Links to an external site.
King James Bible. (2023). King James Bible Online. . https://www.kingjamesbibleonline.org/ Links to an external site.(Original work published 1769)
Stern, J., Ferraro, K., & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding, Secondary: Designing Lessons and Assessments for Deep Learning. Sage Books. https://doi.org/10.4135/9781506355689
Arleta L
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As an educator, there were many take-aways from Brown et al. (2014) Make it stick. My greatest takeaway was reading about how malleable the brain is and how its functions can improve through training, habits, exercises, and other cognitive strategies. One of the most powerful points for me is when Brown et al. (2014) highlighted that experts are not products of innate talents but rather skills built over time through practice. A study of identical and fraternal twins indicated that the speed of mental abilities in its early stages is hereditary, but this circuitry can grow and change throughout a person’s life. Brains are more powerful than previous studies expected. I made personal connections to texts that I am reading for pleasure. I’m currently reading the book Moonwalking with Einstein (Foer, 2011), which is a story about the author, Joshua Foer, and how he improves his memory within a year. He went from being a journalist to a memory champion using memory techniques and strategies he learned from others.
According to research (Stern et al., 2017), a concept-based curriculum is a well-rounded model that focuses on concepts, generalizations, and principles. Facts and skills are intertwined into these concepts rather than being the main objective like in a skills-based curriculum. This model builds on transferability and concept retention. Some components of a concept-based curriculum that I agree with are that units should have guiding questions that students should critically investigate. This differs from a skills-based curriculum, which focuses more on facts and skills taught in isolation. A standard-based curriculum also focuses more on the product, which is typically a standardized test. A concept-based curriculum focuses on the process rather than the product. I prefer a concept-based curriculum because it provides students with a lens to examine skills and facts in a more profound way. They think critically to make deeper and longer-lasting connections. I believe Jesus taught with a conceptual lens because he didn’t expect his disciples to recall facts but rather apply the word of God in their lives. In the book of Deuteronomy 6:4-9, Jesus announced that we should all love the Lord with our hearts, soul, and mind because that is the first and most crucial commandment (English Standard Bible, 2001). He did not ask for his disciples to recall identifying the first commandment. Instead, they were asked to conceptualize the meaning and apply it.
References
Brown, P. C., Roediger, H. L. I., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning. Harvard University Press.
English Standard Version Bible. (2001). Crossway Bibles. https://www.biblegateway.com/versions/English-Standard-Version-ESV-Bible/ Links to an external site. Links to an external site.
Foer, J. (2011). Moonwalking with Einstein. Penguin.
Stern, J., Ferraro, K., & Mohnkern, J. (2017). Chapter 1 What are the essential elements of concept-based curriculum design? Corwin. https://dx.doi.org/10.4135/9781506355689
