Concept-Based Learning
International Baccalaureate learning is concept-focused, requiring students to engage in higher-level thinking and develop a proper understanding of the content rather than only mastering facts. Concept-based learning uses “big ideas” to make sense of facts and apply them to the world around us.
Concept-Based Learning
The ability to view the world with a flexible mind is invaluable. The International Baccalaureate (IB) framework organizes concepts and helps students make sense of their learning. Last week, we explained how Transdisciplinary Themes. are used to teach concepts. Another way IB accomplishes this is through Key Concepts (look for more info about those next week!).
Concept-based learning focuses on “big ideas” by teaching students transferable concepts that transcend time, place, and situations. This learning style requires students to engage in higher-level thinking and truly understand what they are learning, compared with content-learning that focuses on retaining facts. Concept-based learning prioritizes making sense of those facts and applying them to the world around us.
The “big ideas” that drive concept-based learning develop through Central Ideas. Each year, students study six Central Ideas under the Transdisciplinary Themes. As students build an understanding of central ideas (statements of conceptual relationship), they become aware that these concepts and ideas can be applied across cultures.
Why teach concept-based learning?
Complex Thinking - Concepts that require deeper cognitive work promote critical, creative, reflective, and conceptual thinking abilities.
Knowledge - Concepts facilitate a transfer of knowledge by developing conceptual structures in the brain. Relating new knowledge to prior knowledge illuminates the patterns and creates connections.
Agency - Concepts provide opportunities for personal meaning through thinking, creating, and reflecting.
Intercultural Understanding - Concepts encourage learning across global contexts, reflected across unique and varied cultures.
Encourages Inquiry - Global issues of concern identify multiple perspectives related to different cultures and nations.
Motivates Learning - Concepts increase motivation for learning by inviting students to think about the facts through relevant and personally engaging concepts.
Collaborative Thinking - Concept learning values discussions and problem-solving with the belief that the social construction of meaning leads to a quality outcome and motivates students to think deeply.
Language Fluency - Concept learning facilitates multilingual learning and communication across cultures.
(Erickson, Lynn. "Concept-Based Teaching and Learning," 2012)
Here's an example: MDS 1st Grade Unit of Inquiry
Transdisciplinary Theme: Who We Are
Central Idea: Cultural beliefs and values shape who we are.
Key Concepts: Connection, Perspective
Related Concepts: Diversity, Traditions, Celebrations
Lines of Inquiry:
💡Traditions around the world
💡 Similarities and differences among world cultures
💡 Holiday celebrations
Students demonstrated their understanding of these concepts by teaching others about their own family ancestry, traditions, culture, and the holidays important in that culture. They also shared content mastered by singing a song about the continents.
