The concept development model is an interactive engaging instructional model that challenges learners to expand and refine their understanding of concepts through various cognitive processes. When practicing this model learners identify, analyze, organize, and classify examples of a concept and use this experience to make generalizations about it.
The first way i thought about using this in my classroom is using the concept persuasive, informational, narrative texts. I would come up with two or three examples of each kind of text. I would probably teach each one individually and not together. We would talk about the different examples and I would use non-examples as well. We would hypothesize about the attributes and list them on the board. Then we would talk about the difference between the two or three examples. As a class we would come up with an anchor chart listing the attributes. This would be the guide for the students as they write their own personal narrative, persuasive, or informational text.
I think this concept would also work when introducing the concept of fact and opinion. I would have lists of different opinions and facts and present them in a slide presentation. I would group them in an elevating sort of pattern from opinions to facts. As a class we would hypothesize the difference between the examples. Then we would come up with the definition for facts and a definition for opinion. At this point I would probably do a Kahoot game to see if they could figure out which is which. The we would discuss which kind of comments would be appropriate and which kind of texts. We would evaluate how to use them properly.
Socratic Seminar
1. Choose the text. 2. Plan and cluster several questions. 3. Introduce the Model to Students. 4. Conduct the discussion 5. Review and summarize the discussion 6. Evaluate the Discuss
I would to use socratic seminar in my classroom when discussing persuasive texts. I would have the students read beforehand two or three persuasive papers written on different levels on their abilities to persuade. I would then prepare questions on a varying cognitive demand. What do you notice the same about these texts? Are they asking a question? What is the question? Do they want you the reader to do something? What do they want you to do?
Hopefully, the conversation would lead to what do you want to persuade someone to do? Can you write enough facts down that you could persuade someone with real facts and not just superlatives? It is great. It is wonderful. We would talk about the difference between opinion and fact and why facts persuading people is often more intriguing and powerful. I think it would be fun to have several advertisements from TV, showing good ones and bad ones and see the students can see the similarities between the ads and literature.
I would introduce the model to the students and talk about how to express their opinions. I would help them to know how to ask good questions, agree and disagree respectfully, and how to make comments without offending. We would then conduct the discussion. After it is over we would review and summarize it. The last step of the model is to evaluate, which I would probably have them write a paragraph to evaluate how the discussion went.
At the beginning of the year I teach a unit on energy. After researching renewable and nonrenewable energy I think a socratic seminar would be a great way to discuss our communities and the sources of energy we use. I would plan questions on Bloom'S Taxonomy. What kind of energy do we use? Where do we use it? Why do we use it? Are there other types of energy? Do you use energy? What kind of energy is that? What kind of energy is the cheapest? Why? (This could also be used in a Concept Development Idea and list the words, group them and then label them into renewable and nonrenewable! Eureka, and Idea!) Then I would introduce the model to the classroom. We would conduct the discussion, review and summarize it, and then evaluate it by having the students make choices of how to better use the energy around us properly.
Role Play
This is a model where students get characters to play and act out situations in literature, science, or social studies.
One activity i can think of is in learning about habitats give each student a lanyard with a specific animal or plant or water of a habitat. on the lanyard explain who their predators are and who their prey is. Then as a teacher i am prepared with questions to lead on interactive roll play. The students then learn how they all help or hinder in a habitat.
We read Charlottes Web in my classroom last year. I did not do this activity but i think it would be a great one to add to the unit. I would like to assign everyone in the reading group a character from the barnyard. Then i would like to develop the characters. What the characters sound like. What they walk like. What there attitudes might be like. Then i would like to do some roll play with the text.
At the end of any roleplay, the needs to be a discussion on what was learned
Jigsaw
The Jigsaw model is one where pieces of information are handed to the students where they become an expert on a larger topic. These experts are then assigned to new groups and each expert teaches the other expert their small portion of the larger schema. The next step is to hold students accountable for what they have been taught and learned and then evaluate the process.
I thought this would be a great way to introduce math story problems. I could have four different groups, one talking about addition problems, the next subtraction problems, the next multiplication problems and the last division problems. In each group I would make sure that they know the different phraseology their particular type of math story problem. They would then discuss and teach others and then at the end, I would have some kind of exit ticket to evaluate the process.
I would like to use this model also when teaching about indigenous people. I think this is a good way to introduce students to six or eight different native American tribes. They would read an informational text and then be reassigned into new groups where each group needs to fill out a graphic organizer about the new tribes they teach and learn about. The graphic organization would be the accountable piece and then as a classs we would evaluate which tribe we would do further research on.
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