Concept-based teaching and learning

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

  1. Maria M. Caballero
    Posted July 24, 2012 at 12:07 pm | Permalink

    When is ths document going to be translated into Spanish?

    • Edyta
      Posted August 13, 2012 at 7:37 am | Permalink

      Dear Maria,

      It is available on the OCC now.

      Edyta

  2. Posted August 16, 2012 at 1:33 pm | Permalink

    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

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