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School districts and mentoring programs have to do a better job in helping teachers reconfigure their content in a concept based format. The notion of ideas and conceptual framework within which facts and details emerge is critical. It is so important that school districts and administrators need to orient themselves to this paradigm and ensure that they are supporting their teachers in a transformation of both curriculum and student retention of information.
There are some steps that teachers themselves can take to ensure that this process happens. One such step is for the teacher to reconceptualize their curriculum in a conceptual framework, as opposed to a strictly factual one. For example, in teaching the American Revolution, a teacher might be persuaded to present the information in a linear, chronological format. This might be seen as feasible because textbooks depicts information in this manner and it has been the traditional way in which the American Revolution has been taught. Yet, in embracing a conceptual approach, a teacher would initate activities such as concept attainment, developing hints and ideas that would enable students to "see" concepts such as social defiance, preservation of economic and political rights, and the need to voice dissent as concepts that define the American Revolution. These concepts embrace the facts such as the Stamp Act, the Boston Tea Party and the Battle of Lexington and Concord. This conceptual approach happens because teachers are able to re-imagine their content in a conceptual framework and teach that to their students.
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