Approaches to teaching in a Concept-based Instruction environment.
Educators in the present are charged with preparing students to live and work in this complex, interactive world. For this reason, the design of the teaching-learning process includes helping students learn to use their minds well, as well as encouraging and inspiring them to purposefully use their skills in order to engage in intellect-rich experiences.
The key to supporting students make the most of their concept-based learning experience is the exploration of students’ intellect and socio-emotional skills. To do this, educators need to become sensitized about the processes that occur during the synergistic interplay between the factual and conceptual levels of thinking, as students experience learning. Likewise, the learning experiences they need to design should require students to process factual information through the conceptual level of thinking, so that they employ factual information to justify what they have understood, and, as a result, increase their motivation for learning.
In this workshop, participants will become acquainted with a broad variety of approaches to teaching in a concept-based learning environment. Aside from analyzing the teachers and students’ roles in each approach and/or strategy, teachers will also explore potential activities for the different stages of an inquiry exploration and will inquire into the design of a culture of thinking in concept-based teaching and learning scenarios. Likewise, teachers will hone their understanding and abilities to promote a diverse selection of approaches to learning skills in an
In this workshop, participants will inquire into the following questions:
• What happens in a thinking classroom?
• How can we make thinking skills visible?
• How can we plan for deep understanding and explicit skills?
• How do the statements of conceptual relationships and inquiry questions guide learning?
• How can I nurture effective collaborative skills in my concept-based learning scenarios?
• Which are some strategies and tools for promoting and assessing communication, collaboration and thinking skills?
This workshop can be delivered in English, Spanish, or French, with resources available in Chinese and Korean.
Sessions are customized depending on group composition, location & needs of organizing school or organisation.
J. Rafael Angel started teaching in his native home country, Mexico, in 2000 and has been teaching in International Baccalaureate (IB) Schools since 2005. He has taught Spanish Language & Literature, and Language Acquisition Spanish, and English and French as a Foreign Language in Mexico, the United States, Argentina, Jordan, India, China and the U.A.E. His involvement with the IB includes his collaboration in the design and standardization of the Teacher Support Materials for the IB Middle Years Program (MYP) Next Chapter and his role as part of the MYP Language Acquisition Curriculum Review team. He is a Concept-Based Curriculum and Instruction (CBCI) certified independent trainer, a Sheltered Language Support Trainer, and currently serves as MYP Coordinator at GEMS International School in Dubai, U.A.E. He is the author of 3 of the Spanish for IB MYP, and the Spanish Ab Initio for IB DP of the By Concept Series published by Hodder Education. His articles on Approaches to Teaching and Learning skills in virtual environments have been published in the International Journal of Continuing Engineering Education and Life-Long Learning in 2013 and 2015. He holds a BA in Foreign Language teaching and Learning from the University of Guadalajara; and an MA in Education with a focus on Approaches to Teaching and Learning from the Instituto Tecnologico y de Estudios Superiores de Monterrey (ITESM). Rafael also works alongside Dr Lynn Erickson, Dr Lois Lanning and Rachel French in the CBCI Institute every summer as a Foreign Language Specialist.