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 ...
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Moving from a topically driven model of instruction to a conceptually driven model is somehow difficult, especially among the inexperienced teachers. However, there are three tips that can really assist in such an undertaking. One of the major strategies is using a brain compatible approach of teaching.
Some of the underlying objectives of developing effective teaching strategies include motivating the students for learning and helping them focus their attention, organizing the information so that it becomes easy for the students to comprehend and remember it, and supervising and assessing the students’ learning.
EBP is significant in the education field because it enables the teacher to implement effective teaching strategies, which can enable them to meet the needs for individual students effectively. This approach can enable students with disabilities to improve their reading and writing skills; hence becoming successful in the future.
As a result, they are often delayed in their development and their expected learning milestones. For students who are second language learners, the process of learning is even more difficult because they cannot understand the medium of instruction. The challenge is for teachers to develop strategies which can help manage these learning difficulties and barriers.
The spread of HIV/AIDS in the 21st century has led to increased concentration of nurse teachers on educating people about the causes and effects of HIV/AIDS infections (Prater, 2011). The nurses have produced varieties of materials, which provide excellent starting points when educating people.
According to the paper learning is simpler when it is made visually. In PECS, children with autism are able to commence communication by handing out picture cards interconnected to what they thinking of. Reading through all this, one may think that he or she can instantaneously start using the PECS approach with his or her child. PECS is not merely handing out pictures to the child with autism and anticipating him or her to right away communicate with it.
If individuals cannot manage their emotions, whilst in the learning setting, these emotions are likely to be in command of the manner in which they grasp concepts in the classroom.
In the case of studying language,
why young adults get stressed include unemployment, the transition to self dependence, drug addiction, relationship problems and students who are on the verge of facing a major exam (Kottler & Chen, 2012). This document develops a teaching plan for students in young adults both
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