IB TDT Concept-based learning

I have learned a lot about concept-based learning through my reading. I realise how effective it is because it opens so many more doors into learning for children.

It is a three dimensional model allowing for: generalisation, principles, concepts, facts and skills. This allows children to gain deeper understandings of what they’re learning by thinking deeper rather than the contrasting two-dimensional model of just fact and skills. The 2D model really limits pupils capabilities as it is all about memorising facts and recalling them.

Concept based learning is a much better approach because it allows pupils to really grow as learners by pushing themselves to reach their full potential by really thinking, giving them motivation and an intercultural understanding through active engaging learning with others. Whereas the 2D approach causes pupils to become less motivated and it is more isolating as you don’t normally memorise facts collaboratively- it doesn’t necessarily develop pupil’s interpersonal skills or get them to think deeper as they are only parrot learning facts, they’re not applying the information to anything.

Concept based learning is an amazing approach that works very well and I can’t wait to see it in practice, however I do have one question. How might evidence of conceptual understandings be documented? Because with the 2D approach, evidence can be documented with exam question papers, however if we are trying to steer away from this, what would a new different approach to assessing concept-based learning be like?

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