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Generalization-Designing Your Lessons for Conceptual Understanding (Part 3)

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This post is the third of our blog post series on how to design lessons for conceptual understanding.

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Classification -Designing Your Lessons for Conceptual Understanding (Part 1)

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In this series, we will discuss how we can design lessons for conceptual understanding. Having recently completed an upskilling course with IB, I felt we may all benefit from looking at some of these strategies and how they might look like in our PYP classrooms.

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Concepts-In-Use: Designing your lessons for Conceptual Understanding (Part 6)

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Before we move on to the next strategy on designing concept-based lessons, please find links to the previous blog posts in case you want to read more about other strategies.
When learning in one context enhances a related performance in another context. (Perkins and Salomon, 1992) The ability to extend what has been learned in one context to new contexts (Brandsford, Brown, Cocking, 1999)
The process of using knowledge or skills acquired in one context in a new or varied context. (Alexander and Murphy, 1992)

Now let us break it down to -

Near Transfer - transfer between very similar but not identical contexts.

Far Transfer -transfer between contexts that, on appearance, seem remote and alien to one another. Applying learning to situations that are quite dissimilar to the original learning.

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Near and Far Transfer- Designing Your Lessons for Conceptual Understanding (Part 4)

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Before we move on to the next strategy on designing concept-based lessons, please find links to the previous blog posts in case you want to read more about other strategies. When learning in one context enhances a related performance in another context.

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Representation-Design Your Lessons for Conceptual Understanding (Part 2)

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1. What are the children doing?

2. Where might this scene be taking place?

3. How does their curiosity show in the picture?

4. Why are the children gathered around it?

5. What could they be learning or exploring there?

6. How does this activity benefit them?

we choose question number 5 as the best question. The reason is because the question is quite deep and representative so if we answer the question, we can have a lot of answers including what are they doing, learning, and their own curiosity.

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Best Question:

1. How can we Ensure that tech like computer foster creativity and collaboration among students, rather than just passive consumption of information

2. What makes them interested? Why

OTHER QUESTION

1. What are they doing

2. ARe they playing tekken 8?

3. Why are they doing internet of computer?

4. what are they learn about

5. is there any interest of?

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What Does Inquiry (Look like, Sound like, Feel like)

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Our best question is : "Who put the computer over there and why?"

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"What machine is that?" is chosen to be our best question. When answering that question, it will lead to answers for other questions as well. Simple but useful 😊

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Mix-Grade (Ms. Shelby, Ms. Gloria, Mr. Yobel, and Mr. Christian)

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Mix-Grade (Ms. Shelby, Ms. Gloria, Mr. Yobel, and Mr. Christian)

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1) Where are they?

2) What services are they receiving?

3) What are they doing?

4) Why are they so serious?

5) How do they improve their project compared to the prior one?

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The best question :

What did make the children get excited to see the screen?

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What did it show on the computer monitor that attract the people's attention?

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What are the children doing, and why might they be interested in this activity?

How does the design of the object in the picture encourage learning or interaction?

What might the children be learning from using this tool or device?

Why do you think this setup is placed in a public area instead of a classroom?

What skills could the children develop from participating in this activity?

How does this activity reflect the importance of technology in education?

What challenges might the children face while using this tool?

What other tools or methods could achieve similar educational goals?

How could this idea be adapted for different communities or regions?

What might be the impact of this kind of activity on the future of these children?

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The characteristic of good question are :

1. Not a "yes or no" question

2. It will lead to the other question

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1. Prior knowledge= 5W+1H questions and experience as grade 2 teachers

2. Discussions

3. Thinking, social and communication. Correlated with the skills during the process, we also used exploring and making connections from previous learning to current learning.

4. We discover that the machine is a computer, so our question is answered. One question may trigger other questions to appear.

We also find new possibilities in our discussions. For example, once we found out that it was a computer, the kids in New Delhi probably weren't used to those kind of technologies. That's why they were curious.

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Mix-Group (Mr. Hendy, Ms. Shelby, Ms. Gloria, Mr. Yobel, and Mr. Christian)

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Mix-Group (Mr. Hendy, Ms. Shelby, Ms. Gloria, Mr. Yobel, and Mr. Christian)

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1) The technology they used before and cultural relevance.

2) The interaction happened during discussion and collaboration.

3) They used predicting skills.

4) We discover that people might have different interest when working together.

5) The reason why Ms. Merry displayed this picture on the 1st slide is because this picture helps triggering curiosity and tells about personalized-learning.

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Is that Mr. Shank in the back with the blue shirt?

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1. What prior knowledge did you see?

Answer: Showing something that uncommon for the students

2. What types of interaction took place?

Answer: discussion, questioning & exploring

3. What skills were used?

Answer: Communication and thinking skills

4. What did you discover during this process?

Answer: we discover that through this picture we find our courisity is built by uncommon things - picture talk

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1. Our prior knowledges :

It is a computer

It took place in India

The kids are around 10-12 years old

It happened in the past

2. Types of interactions

Discussion between group members

Collaboration

3. Skills were used :

Inquiry

Problem Solving

Communication

4. We discovered that one picture seen can activate our prior knowledge and curiosity that can lead us to make assumptions and conclusions

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Curious about the year, knowing context allows further exploration.

Mr. Minh had prior knowledge of picture

Mr. Shank had no experience pertaining to the picture.

Different perspectives create differing points of entry.

Modern technology allows easier access to information.

IB Learner Profile: Communicator, Inquirer, Open-Minded.

ATL's: Communication, Thinking, Social, Research, and Time-Management.

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1. Prior knowledge= Teachers experiences

2. Peer to peer interaction

3. Communication and research

4. Collaboration is important. Listening to other perspective

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* Prior knowledge: we ever used that kind of computer.

* Types of interaction: open discussion and sharing experience

* Skills used: communication and collaboration

* Discover: we are the same generation

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1. Inquiry is the process of questioning and wondering to understand a phenomenon or find solutions.

2. Asking question to clarify or learn something new.

3. Inquiry is the process of seeking information, knowledge, or understanding about a particular subject or question. It involves asking questions, investigating, or exploring in a systematic or curious way to gain deeper insights or resolve uncertainties.

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This is the individual brainstorming phase.

Students are encouraged to think independently about what inquiry means to them.

They should write down their own personal definitions or ideas related to the concept of inquiry.

2. Consolidate your thinking by sharing your thoughts with a partner. (What my partner thinks)

This is the pair-sharing phase.

Students pair up and share their individual definitions with their partners.

They discuss and compare their ideas.

This helps to broaden perspectives and identify common ground.

3. Together with your partner, share your thoughts with your table group.

This is the small group discussion phase.

Pairs come together to form a larger table group.

They share their individual and partner-level discussions with the group.

This allows for a wider range of perspectives to be considered.

4. Collaboratively develop a table group definition for inquiry. (What we all think)

This is the collaborative definition-building phase.

The table group works together to synthesize the various perspectives shared and arrive at a shared definition of inquiry.

This definition should reflect the collective understanding of the group.

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Now, I think inquiry is a process that happens everywhere and is not limited to the classroom. From the resource, I understand that inquiry involves curiosity and purposeful exploration, where learners actively construct knowledge by engaging with real-world contexts. It highlights that inquiry is driven by questions, investigations, and reflections, encouraging learners to make meaningful connections between their learning and the world around them.

This approach fosters deeper understanding, critical thinking, and creativity, enabling students to take ownership of their learning journey.

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Inquiry is the process of asking any question that stems from the natural curiosity of oneself when faced with something they consider to be new information or foreign knowledge they've yet to discover

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Inquiry is the process of asking any question that stems from the natural curiosity of oneself when faced with something they consider to be new information or foreign knowledge they've yet to discover

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‘All the world is a laboratory to the inquiring mind’ Martin H Fischer

I believe that inquiry is the vital ingredients in developing curious minds.

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I used to think inquiry always involved doing experiments, was just about asking questions, and often lacked clear outcomes, sometimes taking too much time and resulting in unmeasurable results. Now I think students can do all of this together, collaborate effectively, explore meaningful questions, and achieve outcomes that are both measurable and impactful.

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Now we think that:

develop a better understanding through context and students' needs.

for the students' needs, it is based on their personal experience. they can share to each other to find the differences and compare.

the students can do personal approach using 1 on 1 method to find their challenges while learning.

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Mix-Group (Ms. Gloria, Ms. Shelby, Mr. Yobel, Mr. Hendy, and Mr. Christian)

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Mix-Group (Ms. Gloria, Ms. Shelby, Mr. Yobel, Mr. Hendy, and Mr. Christian)

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I used to think that teacher has to lead the whole session, now I think that inquiry based learning helps both teacher and student to engage, explore, and equip one another. Inquiry based learning also helps students to grow as great inquirers and researchers in the future

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I used to think that inquiry is just about engaging the curiosity of the students. Apparently, it is much deeper than that. Now I know that inquiry needs to be guided and connected with the concept (concept driven inquiry). Deeper inquiry can be gained through engaging the students’ personal experiences & interests, make them think critically to find answers to problems that they’ve encountered in the real life.

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I used to think just teaching the students about the materials, now I think to develop an understanding, we can't only teach the materials but also the concept. For example about invention but also need to explore the concept of the innovation. (Ex. when they learn about culture, don't just mention the culture in Indonesia but what's their culture in their house or their family culture as their experience) . It's not about something interest based on teacher's perspective but as a teacher, we have to think from our students' perspective.

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1. I used to think that learning started with a principle being taught and then applied to real life.

When I learned about inquiry, I realized that learning should actually be connected to the real-life experiences of the students.

2. Inquiry has unlimited manifestation

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I Used to think ..

As a teacher i should share my knowledge to the students. Teacher has to lead the class

Now, I Think ...

# Students is a centre

# know students very well

# the students who take action and can make planning

# teacher = Facilitator

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Used to think:
- Inquiry iniated by teacher and followed through by student

Now:
- Student can initiate the inquiry process, giving ideas and questions, and the teacher facilitate their inquiry process while stile making sure they're going in the right direction.

- concept-based inquiry focused on the concept, not just topics

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I used to think ‘inquiry’ is only for Science class.

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Grade 2 Team

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we learned a lot from the source, it has told us about the role of students, teachers and environment in an inquiry process.

we used to think that teachers is the source of information, now i think that the teacher is the mentor, advisor and planner and guide the students exploration. we used to think it's hard to apply inquiry, now i think that inquiry can be happen everywhere and supposed to be not limited with the classroom or even the timetable schedule. we used to think that inquiry is just about explaining the fact and trigger them a question, now i think that it supposed to be deeper, the students can active to share learning from a realistic situation or even come up with their personal experience.

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Now i think, inquiry is talk about

-process when learning to engaging students in meaningful and memorable, also tapping students’ personal experiences and curiosities.

-students can explore their understanding

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Assessment is an ongoing process of gathering, analysing, reflecting and acting on evidence of student learning to inform teaching. Assessment involves teachers and students collaborating to monitor, document, measure, report and adjust learning. Students actively engage in assessing and reflecting…

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Lemon Experiment

Structured Inquiry : provide procudure & question

Future Energy Efficient Building

Guided Inquiry: provide question, so students investigate a teacher-presented question using student designed/selected procedure

Create Poster - The Ways of Conserve Energy

Open Inquiry : student can create own poster avout Conserve Energy

Flip Book - form, source and Classification energy

Structured Inquiry: provide question and procedure to make own flip book

Energy Conservation Campaign - in the form of info graphic

Guided Inquiry: provide question, so students investigate a teacher-presented question using student designed/selected procedure

Writing letter to family about 4 ways to save energy at home

Guided Inquiry: provide question, so students investigate a teacher-presented question using student designed/selected procedure

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Mix-Group (Ms. Gloria, Ms. Shelby, Mr. Yobel, Mr. Hendy, and Mr. Christian)

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Mix-Group (Ms. Gloria, Ms. Shelby, Mr. Yobel, Mr. Hendy, and Mr. Christian)

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I used to think:

• Inquiry happens everywhere

• Teacher sets up questions for students to explore, question, and developed their understanding

• Teacher plans the learning

Now I think:

• Teacher sets up various questions to meet students’ various prior knowledge

• Teacher should respond to students needs and interest in a more on going way

• Involve students in planning to the learning

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Strategy : Internalization

What is internalization and how does it look in the classroom?

"Transforming an individual physical or material activity into other mental and conceptual forms of that same external activity, to acquire new understandings." (ibo.org)

The first time I came across this explanation, I struggled to understand it.

However, as I continued to read more about this strategy, I had a lot of 'aha' moments which helped consolidate my understanding of a few things.

The research behind this strategy (Gasperin,1989) addressed the following too:

How "internalization" is but an extension of Vygotsky's Social Constructivist theory

The reasoning behind a spiral curriculum and why it is so effective

How to help students become self-regulated learners

For those of you interested in the research, refer to the sources cited below.

So coming back to the explanation of internalization...

Learning occurs at three levels:

1. Material level

2. Verbal level

3. Mental level

Material level

Hands-on manipulation of material objects provide children with kinesthetic experiences where they can experience and grapple with new concepts

In the classroom, when teaching Place Value for example, the students use Place Value

blocks to understand the difference between the value of a digit based on its position in a number.

During this stage, you can also use models, displays, drawings and diagrams.

Verbal level

At this level, slowly start to wean the students off materials by providing them with problems to solve in small groups. The teacher walks around the classroom listening to students navigate problems/tasks by helping one another. Their conversations will give the teacher an insight into their developing ideas and misconceptions and help her correct them along the way.

This level has 2 stages of communication - the overt level of and the covert level of communication.

1. The overt level happens at the beginning where students articulate their thoughts to one another.

2. The covert level occurs as a result of exposure to materials and small group tasks. Students begin to talk to themselves quietly-"speech minus sound" or as Gasparin calls it, the "audible image of the word."

This inner dialogue a students has within herself paves the way for the final stage of what we call "internalization"

As designers of lessons, this stage can be a lot of fun. Let us say, you want students to understand that a memoir is not just a series of chronological events but a carefully crafted piece of writing designed to capture a significant idea/thought. You would identify a few short memoirs and ask students to sort them along a continuum ranging from "a list of events" to "carefully crafted". Eventually students can use their own memoirs to sort along this continuum. You can imagine the verbal communication involved at this stage which allows the students to begin to internalize the process. You could change the focus of the task using the same memoirs when looking for other aspects of this genre such as how great memoirs hook the audience in their first paragraph. Though the task involves the same resources, the students are looking for something entirely different!

As a designer of this lesson, your task at the start may have taken up some of your time, but it sure is worth it considering the different concepts you can cover using the same 'rich' and 'varied' resources you had curated at the start!

As students continue to participate in collaborative tasks, the teacher slowly withdraws support, allowing students to do more of the heavy lifting. The students are learning to be self-regulated learners.

Mental Level

At this level, the action and words involved in the previous levels, allow the students to internalize the process without having to play with materials or discuss a prompt with their peers. They have now understood the concept. This process clearly shows how students move from the material to the abstract. Remember, concepts are abstract, universal and transferable.

In order to understand a concept, the student has to go through a process. There is NO shortcut to understanding!

Needless to say, you need to assess the students and a simple Exit Ticket will help you decide whether you need to go back to the material or verbal level or start another cycle (spiral curriculum) of understanding that builds on what you and your class have achieved.

Sources:

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Internalization : Designing your Lessons for Conceptual Understanding (Part 5)

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Strategy : Internalization What is internalization and how does it look in the classroom? "Transforming an individual physical or material activity into other mental and conceptual forms of that same external activity, to acquire new understandings." (ibo.org) The first time I came across this explanation, I struggled to understand it.

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Still need practice more and more

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Red= Need to learn more inquiry based learning, especially in using open inquiry for lower grade students

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I Understood but I need practice and review and take some examples

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Yellow : Need more practice...

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Yellow light. I need to apply it frequently in class.

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Yellow light. I need to apply it frequently in class.

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I got new knowledge about inquiry and how to apply the basic into teaching - learning session.

However, I still need more guidance in planning the lesson and make it as a habit

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I am ready for the next level🔥🚀

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Red:

I need some help to interpret the conceptual understanding cycle in detail

Orange:

I need more practice to apply thinking tools

Green:

I understood about applying conceptual understanding

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I need more practice to be ready to the next step

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Need more practice and reflection

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I need more practice

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I am into this topic and plan to apply it more in my class.

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I got some AHA moment about inquiry and yes as it is an understading should be applied and create with my understanding

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I'm getting there in terms of creating LEs that will promote student agency and conceptual understanding, but I can use some extra help with variety of activities so that it's not boring the students and can better their understanding in the long run

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I understood most of 8 strategies, but need more practice and implement to my class, and plan for lesson in Theme 5 and 6.

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Need more practice

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Red Light - Asking questions that are too leading. I need to give more freedom to the students. Some times I don't trust the students enough to let go of the wheel.

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Quite insightful sessions. Thank you.

However, I still need some help and practices to apply those in the class effectively.

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I still need more practice.

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I need practice more