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.
I adjusted my teaching approach to become more conceptual when I taught speech writing to 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