This paper examines the characteristics of concept-based curriculum and instruction models and identifies the International Baccalaureate (IB) programmes as a three-dimensional, concept-based model. A discussion of the benefits of concept-based instruction supports the majority of attributes in the IB learner profile. Concept-based instruction requires an understanding of synergistic thinking, transfer of knowledge and social construction of knowledge. This paper addresses these areas and discusses them in the context of the required IB pedagogy. It concludes with a review of the challenges in implementing a concept-based model and a summary of the rewards.
Upload EN: Concept-based teaching and learning
Upload FR: L’enseignement et l’apprentissage reposant sur des concepts
Upload SP: Enseñanza y aprendizaje basados en conceptos
3 Comments
When is ths document going to be translated into Spanish?
Dear Maria,
It is available on the OCC now.
Edyta
Dear Lynn,
It was great to learn concept based education when you were in Singapore in February 2012. You have expressed the DP concerns well in your position paper. In my own experience of concept based teaching in the DP Economics, I have found that students have a much greater depth of understanding and engagement. However, the struggle over DP curriculum content and concept based teaching continues.
thanks,
Metty Antony
3 Trackbacks
[...] the recent publication of the IB’s position paper on Concept-based teaching and learning, more ideas and theoretical foundations are added into the mix of the Middle Years Programme. In [...]
[...] the IB released a position paper written by H. Lynn Erickson on Concept-based teaching and learning. In this brief pdf, she outlines the key ideas behind concept-based curriculum and how the IB [...]
[...] process of curriculum transformation has been underway for some time now, especially in the IB World. Whatever the context, the ways in which the conceptual curriculum transforms our classrooms are [...]