Transcript Teaching in a Concept Based Curriculum

Teaching in a Concept Based Curriculum
Pamela K. Hardin, PhD, RN, CNE
and
Stephanie Richardson, PhD, RN
Based on: Hardin & Richardson (2012).Teaching the concept curricula: theory and method.
The Journal of Nursing Education Mar, 52(3): 155-9. doi: 10.3928/01484834-20120127-01
Call for Conceptual Teaching
From: Overly contextualized items of information
To: Synthesis and transferability across multiple
nursing contexts
Concepts
Notions or Ideas – structure and patterns
over time
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Lay Concepts
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Scientific Concepts
Semiotics: Signs and Meaning
Word/Image = Signifier
Concept = Signified
Object, thing, person, idea = Referent
Signified (concept)
>
DOG
Signifier
SIGN
(meaning)
Consider the word “crane”
Concepts and Contexts
Words are defined in context
 Concepts are only understood in context
 Concept based education: concepts are
placed in a context.
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Scaffolding Concepts
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Professionalism
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1st Semester: Personal Setting
2nd Semester: Educational Setting
3rd Semester: Work Setting
4th Semester: Systems Level / Political Setting
3 Core Components of Conceptual Teaching
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Addressing Misconceptions
◦ Students bring own understandings with them
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Striving for Enduring Understandings
◦ When concepts are understood deeply –
understandings will endure and transfer contexts
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Practicing Metacognition
◦ Understand and monitor one’s own thinking
patterns
Teaching Strategies
Misconception/Preconception
Check
Short anonymous questionnaire
 Reveal/share answers
 Springboard for deeper learning
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◦ What misconceptions do students have?
◦ How many students have them?
◦ How deeply embedded are the beliefs and ideas?
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Rate your agreement: As people age, we develop
similar changes in physical capabilities, economic status,
and lifestyle preferences.
◦ How/why does this work?
The Discrepant Event
Provide situation contrary to expectations
 Observe, search for explanation
 Answer all questions
 http://www.youtube.com/watch?v=MyD1lK8qr14&fea
ture=related
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How/why does this work?
 https://www.youtube.com/watch?v=FjxLqWh23PI
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Concept Maps
 Graphic
representation of concepts
 Document evolution and status of
conceptual understanding
 Focus on relationships and
connections
 How or why does this work?
Concept Map example
http://www.socialresearchmethods.net/research/epp2/epp2.htm
Approximate Analogies
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A is to B as X is to Y
Share and discuss, will need practice
Growth is to development as X is to Y
Perfusion is to oxygenation as X is to Y
Leadership is to management as X is to Y
Social justice is to poverty as X is to Y
Visual and auditory learners - YES
Limited vocabularies or ESL - NO
How or why does this work?
Check Your Knowledge
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Short answer quiz, ungraded
Written from objectives, key points
Objective: Critically evaluate components of adult
learning models.
Question: Tell me how heutology is related to
andragogy.
How/why does this work?
Review
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Concepts
Framework: Semiotics
Components of Conceptual Teaching
◦ Addressing misconceptions
◦ Striving for enduring understandings
◦ Building metacognition
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Examples of conceptual teaching
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Misconception and preconception check
Discrepant event
Concept maps
Approximate analogies
Check your knowledge quiz
Questions?
True brilliance shines in the questions one asks and
less in the answers imparted.