How to teach higher-order (abstract) concepts - People Server at 如何教高阶（摘要）的概念-人服务器.docVIP

How to Teach Abstract or Higher-order Concept Knowledge Martin Kozloff2012 We’re going to teach kids abstract or higher-order concepts. A procedure that’s effective (that is, most kids learn from it) and efficient (that is, most kids learn fast and with hardly any mistakes) is pretty simple. But to design an effective and efficient procedure, you have to know the following.What We Need to Know1. What an abstract or higher-order concept is. (Kame’enui and Simmons, 1990).2. How teaching the identified abstract concept fits in your curriculum. 3. What lessons look like.4. We are working on the first phase of learning and teaching---the acquisition of knowledge—using explicit instruction. After acquisition, we will work on generalization to new examples, fluency, and integration of knowledge elements (e.g., concepts) into larger wholes, such as essays.5. We must decide when to teach a concept with a synonym and examples, and when to teach a concept with a verbal definition and examples. 1. What an abstract or higher-order concept is.There are two kinds of concepts: basic or sensory concepts and abstract or higher-order concepts (Kame’enui and Simmons, 1990). The thing about sensory concepts is that:a. Their defining features (the sameness in certain features in all examples) are tangible; you can see, hear, smell, feel, or taste the features; andb. Any example shows all of the defining features; the features are all right there in front of your face or ears or nose. So, you can teach basic concepts just by showing and naming examples. “This is a triangle.” Or, “This is red.” Or, “This is straight.” And then you show contrasting examples (“This is red.”) with nonexamples (This is NOT red) that are the same in NONdefining features, but are DIFFERENT in the DEFINING features. “This is red.” “This is not red.” (1) Same in nondefining features: size, shape. (2) Named differently (red, not red). (3) So, t