1. The Factual Level

   • Basic Level of Structure of Knowledge

   • Base around Rote Memorization

   • Include "Specific Examples" (Facts)

2. The Topic/Conceptual Level (Conceptual)

   • Understanding Theories, Structures, and Models

   • Knowing Basic Elements of a Larger Structure

3. The Procedural Level

   • The "How to" Processing Level

   • Making Connections to what they know and how they can interpret the information

   • Practice!

4. The Metacognitive Level

   • Top Level - Usually not Acknowledged or Achieved

   • Metacognitive knowledge can be understood as (1) strategic knowledge, (2) knowledge about cognitive tasks (i.e. contextual, conditional), and (3) self-knowledge

• Organized by Strategies, Skills, and Mathematical Processes

• Encourages Higher Thinking and thinking of other concepts or ideas by considering concepts and making generalizations

• Fully Understanding Material and Applying it across different platforms

• Timeless

• Universal

• Transferable

• Abstract to varying degrees

• One or two words, or a short phrase

• Have different examples that share common attributes (Erickson, 2007)

Macro Concepts - Broader Concepts that emcompasses a huge part of knowledge

Meso Concepts and Micro Concepts - More specfic levels that provide depth of understanding

• "Traditional View of Instruction", Focuses on knowing the information rather than deep understanding

• Focuses on bottom tier levels of Structure of Knowledge and Processes

• Starts by generalizations followed by direct instruction

• Emphasis on Skills and Algorithims (Little Conceptual Thinking)

Three-Dimensional Curriculum Model:

• More engaged view of the two-dimensional model but has a "third" stage where Generalizations are revisited and enduce conceptual thinking

• Focuses on making concepts, generalizations, and principles to ensure that curriculum and instruction focus on intellectual depth, the transfer of understanding, and the development of conceptual brain schemata.

• More difficult to generate into curriculum and assess on students than the two-dimensional model

Conceptual Learning is approach where one learn through getting little bits of information and relying on concepts and generalization to learn. This promotes critical thinking and a deep understanding at the topic at hand. According to UTeach, Conceptual thinking allows students to see the "Big Picture" and understand deeper meanings.

Why is Conceptual Learning Beneficial?

Conceptual Learning is Beneficial for students because it allows students to apply concepts and generalizations in order to learn instead of using a direct way to learn. This promotes the student to critically think and encourage deep understanding to learn. This method of teaching can be beneficial to teachers as it allows their students to stay engage with the curriculum and builds life skills in the students.