Teachers will learn: • Strategies for introducing students to conceptual learning • Instructional strategies to help students uncover and transfer concepts • How to write concept-based lessons • How to assess for conceptual understanding • How to differentiate in a concept-based classroom • How CBCI aligns with other current best practices and initiatives (like PBL, CCSS, etc.)
How Can We Meet the Needs of All Learners in a Concept-Based Classroom?
[Page 119]The concept of equity is enormous, and we struggled with whether it was too big to tackle as a chapter in this book. The National Equity Project’s website defines equity this way: “Educational equity means that each child receives what he or she needs to develop to his or her full academic and social potential” (“Why Equity?,” n.d.). Gender, social class, race, language, and learning difficulties are just some of the categories that affect equity. We decided to include this chapter because conceptual learning is an important piece of equity and we wanted to take it further ...