"I tell you the truth, if you had faith even as small as a mustard seed, you could say to this mountain, 'Move from here to there' and it would move. Nothing would be impossible."
Matthew 17:20
I liked your presentation on the Concept Development Model. It was very straight forward, but I loved how you gave us an example of a real lesson to use this model with. That really helped connect the dots for me. Strict definitions tend to make my head spin, but when you added that example, everything clicked. I found it really interesting that this model, in particular, is used for emphasizing knowledge that students already know. Doing so, helps them develop, or increase, their critical thinking skills, as opposed to their subject knowledge.
In a way, this model and its emphasis on specific skill sets reminded me of the Socratic Model. Both models prefer the educator to encourage students to think critically about their material, or to analyze what they are learning about. Students, therefore, are more hands-on, and engaged in their lesson, rather than sitting back and listening to their teacher give a lecture. The main difference that I could determine, therefore, was the role of the teacher. You stated that the role of the teacher was to guide the students, I am assuming this is to allow the students to fulfill the expectations of the lesson uninterrupted, before evaluating the finished product? However, in the Socratic Method, the teacher takes a more active role, facilitating interaction between the students, when necessary and ensuring that proper discourse is maintained.
I think that the Concept Model would be a great follow up to the Socratic Model, because of this. As it builds upon the prior knowledge of students, and really re-enforces critical thinking, it would be especially useful in Social Studies or History lessons, where the Socratic Method is often utilized.
ReplyDeleteHi Haley,
I liked your presentation on the Concept Development Model. It was very straight forward, but I loved how you gave us an example of a real lesson to use this model with. That really helped connect the dots for me. Strict definitions tend to make my head spin, but when you added that example, everything clicked. I found it really interesting that this model, in particular, is used for emphasizing knowledge that students already know. Doing so, helps them develop, or increase, their critical thinking skills, as opposed to their subject knowledge.
In a way, this model and its emphasis on specific skill sets reminded me of the Socratic Model. Both models prefer the educator to encourage students to think critically about their material, or to analyze what they are learning about. Students, therefore, are more hands-on, and engaged in their lesson, rather than sitting back and listening to their teacher give a lecture. The main difference that I could determine, therefore, was the role of the teacher. You stated that the role of the teacher was to guide the students, I am assuming this is to allow the students to fulfill the expectations of the lesson uninterrupted, before evaluating the finished product? However, in the Socratic Method, the teacher takes a more active role, facilitating interaction between the students, when necessary and ensuring that proper discourse is maintained.
I think that the Concept Model would be a great follow up to the Socratic Model, because of this. As it builds upon the prior knowledge of students, and really re-enforces critical thinking, it would be especially useful in Social Studies or History lessons, where the Socratic Method is often utilized.
Elizabeth