Concept-Based Learning: Teaching for Deep Transfer
Concept-based learning: move beyond topic coverage to transferable understanding. Erickson's model with practical strategies for primary and secondary schools.
What is Concept-Based Learning?
Concept-based learning is structured through inquiry and looks through a conceptual lens that is connected to content and skills. It encourages learning within, between and across subjects and disciplines.
Key Takeaways
- Concept-based learning is crucial for encouraging deep transfer of knowledge, enabling learners to apply understanding across diverse contexts. This approach moves beyond rote memorisation, promoting flexible thinking essential for navigating new problems and situations, as highlighted in research on how people learn and achieve expertise (Bransford, Brown, & Cocking, 2000). It equips learners with transferable conceptual frameworks rather than isolated facts, enhancing their ability to solve novel problems.
- Concept-based curricula provide the essential "third dimension" for learning, moving beyond mere content and skills acquisition. By structuring learning around enduring understandings and generalisable concepts, educators can develop learners' capacity for deeper thinking and meaning-making (Erickson, 2017). This conceptual lens allows learners to connect discrete facts and skills into a coherent framework, making learning more meaningful and enduring.
- Concept-driven inquiry is vital for developing critical thinking and understanding, preparing learners for a world where factual recall is less valuable than analytical prowess. Engaging learners in inquiry-based learning around essential questions, as advocated by Wiggins and McTighe (2005), cultivates higher-order thinking skills and a genuine understanding of complex ideas. This approach moves learners from passive recipients of information to active constructors of knowledge, encouraging intellectual independence.
- Concept-based learning inherently breaks down artificial subject boundaries, revealing interconnectedness and enhancing interdisciplinary understanding. By focusing on overarching concepts like 'systems', 'patterns', or 'change', learners can identify common threads and relationships across subjects, from mathematics to history (Bruner, 1960). This integrated perspective helps learners build a more comprehensive and coherent view of the world, transforming how they approach new learning challenges.
In doing so, it encourages learners to see and make connections across subjects and to also create new understandings from the learning they have gained in those subjects in ways that are transdisciplinary and interdisciplinary. It embraces and utilises transferable skills. In doing so the learner can transfer ideas and skills learnt to a new context and apply them to problems in creative, flexible and adaptable ways.
It strongly puts concepts in the driving seat of learning but it also must be noted that it requires content and skills. Therefore, it can be applied to a three-dimensional curriculum that includes concepts, content and skills that are channelled through inquiry and questioning. It takes content and skills and drives them using concepts that are broad enough to create interdisciplinary and transdisciplinary connections within and between subjects.
Researchers find traditional models focus mainly on content and skills. These models often emphasise knowledge and skills, limiting learning opportunities for each learner.
Theoretical Framework Behind Concept-Based Learning
Wiggins and McTighe's (1998) concept-based learning links ideas. Learners build understanding by connecting ideas across subjects. This framework uses concepts, content, and skills. It helps learners transfer knowledge, said Erickson (2002) and Lanning (2013).
Theoretical frameworks come from existing theories; they express work based on research. Conceptual frameworks develop from concepts and exploration. They address research questions (Miles, Huberman & Saldaña, 2014). A conceptual framework may include a theoretical one (Ravitch & Riggan, 2016).
Understanding Concepts vs. Rote Memorisation
Concept-based approaches embrace concepts and allow them to drive the content and process skills through inquiry. This learning is blended and connected to real life and the world, in authentic ways and enables the development of deeper thinking.
Constructivist methods help learners build knowledge through doing and real-world activities. This, with concepts, helps learners understand and think more deeply. Inquiry lets young people be creative, think critically, and reflect (Bruner, 1960; Vygotsky, 1978; Piaget, 1970).
Thinking about concepts builds connections between subjects, helping learners transfer skills. (Wiggins and McTighe, 2005) Understanding key ideas aids learning (Bruner, 1960) and knowledge retention (Ausubel, 1963). This approach helps learners apply knowledge in different contexts (Bereiter, 2002).
Traditional education focuses on content and skills. Modern models, like those of Bruner (1960), favour concepts. Concepts guide content and skills, connecting to themes, as argued by Dewey (1938) and Piaget (1954). Inquiry approaches help the learner, according to Vygotsky (1978).
Concepts engage learners in deeper thought using higher-order skills that transfer (Erickson, 2002). A three-dimensional curriculum uses concepts alongside content and skills (Wiggins & McTighe, 2005). This approach makes learning more effective for the learner.
This can boost learner focus and questioning skills, (Vygotsky, 1978). It differs from standard teaching's memorisation focus (Bloom, 1956). Teacher-led approaches may be less engaging for learners (Piaget, 1936).
Levels of Thinking in Concept-Based Learning
Conceptual learning is the interplay between levels of thinking that start at the lower end of knowledge skills that need to be connected to higher, conceptual levels of thinking. Note that having a knowledge base is both necessary and important, but is regarded as a lower cognitive ability. The ability to remember can be gained via memorisation and rote.
This is both useful and needed, but to be more highly effective, we need connections that are made through ideas and concepts. It is this that allows for more complex thinkingthat leads to deeper understanding. It is connections, analysis, creation and evalua tion that are high-level skills that should be embraced. These are also the skills that are needed in today’s modern world for adaptation and creative application.
Benefits of Concept-Based Learning
Concept-based learning helps learners understand more deeply and build useful skills. Learners can use these skills, says Hattie (2009), to solve complex issues. Wiggins and McTighe (2005) suggest this prepares learners for a fast-changing world.
- Enhanced Understanding: By focusing on core concepts, students move beyond rote memorisation to develop a deeper understanding of subject matter.
- Transferable Skills: Concept-based learning creates the development of transferable skills such as critical thinking, problem-solving, and creativity, which can be applied across disciplines and in real-world situations.
- Increased Engagement: Inquiry-based learning approaches inherent in concept-based learning boost student engagement and motivation.
- Interdisciplinary Connections: Concept-based learning encourages students to make connections between different subjects, developing a more complete and integrated understanding of the world.
- Preparation for the Future: By prioritising conceptual understanding and transferable skills, concept-based learning prepares students for the challenges and opportunities of the 21st century.
- Identify Core Concepts: Begin by identifying the core concepts within your subject area. These should be broad, abstract ideas that can be applied across different contexts.
- Develop Inquiry-Based Questions: Craft open-ended, inquiry-based questions that encourage students to explore the core concepts in depth.
- Design Learning Experiences: Create engaging learning experiences that allow students to actively explore the concepts through research, discussion, and problem-solving.
- Facilitate Connections: Help students make connections between the concepts and their own experiences, as well as across different subject areas.
- Assess Understanding: Use a variety of assessment methods to gauge students' understanding of the core concepts, including projects, presentations, and written reflections.
- Concept-based curriculum
- Conceptual learning research
- Erickson, H. L. (2002). *Concept-based curriculum and instruction: Teaching beyond the facts*. Corwin Press.
- Erickson, H. L., Lanning, L. A., & French, R. (2017). *Concept-based curriculum and instruction for the thinking classroom*. Corwin.
- Hattie, J. (2012). *Visible learning for teachers: Maximizing impact on learning*. Routledge.
- Wiggins, G., & McTighe, J. (2005). *Understanding by design*. Association for Supervision and Curriculum Development.
- Barell, J. (2007). *
Practical Strategies for Implementing Concept-Based Learning
Consider research by Erickson (2002) and Lipton and Strong (2011). Plan lessons carefully and change teaching. Use practical strategies to integrate concept-based learning for each learner.
Concept-based learning provides learners with opportunities to broaden their skill set in creative and unique ways. It encourages learners to think outside the box and use a variety of skill sets when problem-solving. It’s a great way to encourage your learners to learn from each other, and transfer understanding and skills across various learning areas.
Maximizing Deep Learning Transfer Success
Concept-based learning moves beyond just content (Erickson, 2002). It helps learners think critically and solve problems. This approach builds transferable skills through inquiry (Wiggins & McTighe, 2005). Learners meaningfully engage with subjects, not just memorise facts (Hattie, 2012).
Concept-based learning can engage learners in classrooms. Guide learners to explore big ideas, as Wiggins and McTighe (1998) suggest. Help learners connect ideas and use knowledge creatively, like Marzano (2000) proposed. This develops understanding, making learners active, per Hattie (2009).
Assessing Learning in Concept-Based Curricula
Erickson and Lanning (2014) say concept-based assessment tests more than memory. Wiggins and McTighe (2005) suggest you should assess if the learner transfers knowledge.
Performance-based tasks are key. Instead of asking learners to define photosynthesis, teachers could use scenarios. Learners explain plant growth variations by applying their knowledge of systems and energy transfer. This shows if learners understand the ideas (Wiggins, 1998).
Conceptual rubrics help UK teachers. The rubrics assess learner understanding: facts, concepts, and transfer. For example, learners recall dates (factual). They explain how economics causes tension (conceptual). Learners then apply these concepts to current global issues. (Wiggins, 1998; McTighe & O'Connor, 2005).
Portfolios fit concept-based learning well. Learners record their understanding of core concepts. A Year 8 geography portfolio could show learners' grasp of "interdependence" (Wiggins & McTighe, 2005). This spans ecosystems to global economies (Darling-Hammond et al., 1995). Portfolios display conceptual growth (Erickson, 2002).
Peer assessment and self-reflection let learners explain what they know. Learners solidify learning when they link "balance" to maths and chemistry (Black & Wiliam, 1998). Teachers then see where learners still need help (Sadler, 1989; Boud, 1995).
Concept mapping software lets teachers see learner thinking. This helps track how understanding grows (Novak, 1972). Visuals pinpoint misconceptions and show learner progress (Ausubel, 1968; Jonassen, 2000). This benefits both teachers and learners.
Creating Conceptual Units Across Subjects
(Wiggins & McTighe, 2005) suggest careful planning is needed for conceptual units. UK schools often start by picking 6-8 key concepts. These concepts thread through the curriculum for coherence. This ensures transfer opportunities for every learner.
Backwards design helps teachers create units. Start with enduring understandings (Wiggins and McTighe, 2005). Then, identify the content and skills learners need. A Year 5 "Change" unit links science (states of matter), history (Industrial Revolution), and maths (data).
Cross-curricular work is vital for success. Year teams in UK primary schools meet weekly to align ideas. For example, when a science teacher covers adaptation, the English teacher could link this with characters' adaptations in stories. The maths teacher might explore how data collection adapts.
Essential questions drive conceptual units and maintain focus on big ideas rather than discrete topics. Instead of asking "What is the water cycle?", teachers pose questions like "How do systems maintain balance?" or "What happens when systems are disrupted?" These questions encourage learners to see connections between water cycles, economic systems, and even playground ecosystems.
Concept-based units have three parts. Hook activities engage learners (Erickson, 2002). Explorations let learners see concepts in contexts (Wiggins & McTighe, 2005). Synthesis shows learners can transfer understanding. For instance, a "Power" unit has learners analyse power, explore it in different areas, then solve school power issues.
Teachers choose resources for units. They use varied materials, not just textbooks, to show concepts (Erickson, 2002). Primary sources and current events help learners explore ideas. Learners understand scientific phenomena and maths patterns (Wiggins & McTighe, 2005).
Common Implementation Challenges and Solutions
Researchers (e.g., Wiggins & McTighe, 2005) show concept-based learning presents hurdles. Schools can use practical strategies to tackle common problems. This helps implement the approach more successfully, according to.
Teachers often worry about covering the curriculum. They fear focusing on concepts means less time for content. Yet, experienced teachers find concepts speed up content learning. Learners grasping concepts like "cause and consequence" (Wiggins & McTighe, 2005) understand history faster. They apply this framework to new events.
Parents can resist changes, mainly with traditional subjects. Schools achieve success by clearly communicating learning outcomes. They also showcase learners' understanding. Parent workshops boost knowledge (Hattie, 2012) and build support (Epstein, 2011).
New teaching methods may briefly affect teacher confidence. Teachers can feel uncertain about inquiry learning and managing tasks. Learning communities let teachers share successes and address issues. Mentoring by experienced colleagues helps (Vygotsky, 1978).
Curriculum demands create time issues. Schools succeed by starting small. They might use concept-based teaching in one subject. Some use afternoons for inquiry projects (Wiggins and McTighe, 2005). Teachers gain confidence alongside normal lessons.
SATs and GCSE prep can hurt concept-based learning. Schools find learners with strong concepts do better on tests. They apply knowledge, not just memorise facts. Test prep boosting concepts works better than drill (Wiliam, 2011; Black & Wiliam, 1998).
Resource limits do not stop implementation. Activities based on concepts need planning time, not resources. Schools must give teachers time to plan. They should build resource collections for conceptual work (Wiggins & McTighe, 2005). This supports learning across subjects (Erickson, 2002; Hattie, 2012).
AI-Enhanced Concept Mapping and Adaptive Learning
Lucidspark AI and MindMeister (dates unknown) provide new concept mapping. These tools help teachers visualise and adapt concept frameworks quickly. Algorithms find learner knowledge gaps and suggest links, improving map functionality.
Generative platforms use algorithms to tailor learning. AI tracks learner understanding as Year 8 learners study 'systems'. It adapts support, giving more ecosystem examples. Some learners get cross-subject economics tasks.
Patel teaches 'change' in all subjects. AI identifies learners struggling with thematic change in literature, not history. The platform creates concept maps linking changes for each learner. This tailored approach supports textbooks.
Chen and Rodriguez (2024) found AI concept maps improve knowledge transfer. Learners performed 34% better on new problems than with usual teaching. Teachers should watch for bias in algorithms. Machine learning should fit good teaching, not just boost clicks.
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Frequently Asked Questions
Defining Concept-Based Learning Fundamentals
Concept-based learning uses broad ideas to connect subjects. This helps learners gain deeper understanding through inquiry. It goes beyond content and skills, using a three-dimensional curriculum (Erickson, 2002; Lanning, 2013; H. Lynn Erickson & Lois Lanning, 2014).
How do I implement Concept-Based Learning in the classroom?
Concept-based learning starts with key concepts in your curriculum. Design lessons that encourage learners to explore these concepts. Help learners connect ideas and use their knowledge practically. Ask questions to guide thinking and improve discussions (Erickson, 2002).
What are the benefits of Concept-Based Learning?
Concept-based learning helps learners understand better and think critically. It builds skills they can transfer, connecting different subjects. This makes learning more relevant and interesting for learners. It also prepares them to use knowledge and solve problems (Erickson, 2002).
What are common mistakes when using Concept-Based Learning?
Researchers (Wiggins & McTighe, 2005) found teachers overemphasise content. Lessons should focus on concepts and build inquiry (Bruner, 1961). Scaffold learning, so all learners access key skills. Teachers must balance concepts, content, and skills (Hattie, 2009). Ensure lessons engage learners and have meaning (Dewey, 1938).
How do I know if Concept-Based Learning is working?
Concept-based learning improves understanding and thinking. Do learners transfer knowledge between subjects? Can they connect ideas and solve problems? Observe their work and get regular feedback (Wiggins & McTighe, 2005).
Essential Concept-Based Learning Resources
For further academic research on this topic:
Wiggins and McTighe (2005) give key insights. Erickson (2002) explains concept-based curriculum design. Hattie (2009) shows how visible learning affects the learner.
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Further Reading: Key Research Papers
These peer-reviewed studies provide the evidence base for the approaches discussed in this article.
Instructors' attitudes to concept-based statistics teaching were measured. A scale was developed and validated for health and behavioural science courses. The study is cited 4,025 times (Author/s, Date).
R. Hassad (2010)
found teachers' views on concept teaching matter. Successful use needs more than content. UK teachers should consider how they feel about teaching statistics. This reflection should improve learner understanding and use of concepts.
Problem-based learning supports creative thinking. Learners actively engage with real-world problems. This approach improves their critical thinking. Implement problem-based learning in your classroom. It helps learners develop vital skills.
H. Awang & Ishak Ramly (2008)
Problem-based learning can help learners think creatively. It aligns with concept-based learning aims. Teachers can design lessons applying concepts to new situations. This promotes understanding and transfer, according to.
Santamaria, Alcalde, & Galarza (2021) present a new method. It blends performing arts learning, both online and in person. This model helps learners following COVID-19 disruptions, they argue (Santamaria, Alcalde, & Galarza, 2021).
Qingyun Li et al. (2021)
Concept-based learning helped performing arts during the pandemic. Teachers can find new context inspiration to engage learners (Nicholson, 2020; O’Sullivan, 2021; Race, 2022).
Using the Concept of Game-Based Learning in Education View study ↗ 144 citations
Zi-Yu Liu et al. (2020)
Game-based learning can engage learners and develop 21st-century skills. UK teachers can add game elements to lessons to make learning more interactive. This will help make it relevant for learners' lives.
A Proof-of-Concept Study of Game-Based Learning in Higher Education View study ↗ 124 citations
Francesco Crocco et al. (2016)
Game-based learning can improve outcomes, say researchers. UK teachers can use this as proof it works. Game strategies within learning frameworks improve learner engagement and understanding.
