{"id":506,"date":"2020-07-22T21:36:54","date_gmt":"2020-07-22T21:36:54","guid":{"rendered":"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=506"},"modified":"2024-03-14T21:10:28","modified_gmt":"2024-03-14T21:10:28","slug":"strategies-to-support-concept-formation","status":"publish","type":"page","link":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=506","title":{"rendered":"Strategies to Support Concept Formation"},"content":{"rendered":"\n<p class=\"is-style-info\">It may be beneficial to engage your client in activities to support their concept development and build their categorization skills.&nbsp;Especially if your client&nbsp;has a tendency to focus on less relevant features or finer details of items, rather than the larger, overarching category (e.g.your client may identify that cats and dogs are similar because they both have paws, rather than they are both animals). This is known as <strong>over-selectivity.<\/strong> <br><br>It will be important to teach your client to see the \u201cbigger picture\u201d and identify overarching categories of items. Children with <a href=\"http:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=77\" target=\"_blank\" rel=\"noreferrer noopener\">executive functioning<\/a> deficits may have challenges in their concept formation abilities.<\/p>\n\n\n\n<p class=\"has-text-color has-link-color has-medium-font-size wp-elements-1dc90f19c4cfde3cde65443d9c536fa9\" style=\"color:#b71212;text-transform:capitalize\"><strong>To this you may want to suggest:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>During teaching in any subject area, clients should be forewarned when a key concept is being introduced.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Encourage the client to create a mental picture or image of the concept that is being taught or considered. \n<ul class=\"wp-block-list\">\n<li>Time should be devoted to comparing and contrasting various subcomponents of each concept.\u00a0<\/li>\n\n\n\n<li>For example, if the concept is \u201canimals\u201d then various kinds of animals can be brainstormed and visual images created.\u00a0 <\/li>\n\n\n\n<li>If the concept is \u201cheavy\u201d then a beginning reference point must be communicated (heavy in relation to what) so that the client can then decide whether the item in question is heavy or light.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teach your client that objects can be categorized in multiple ways; items can be categorized based on their features, what they are used for (function), or what category\/group they belong to (class). &nbsp;For example, an apple is red (feature), is for eating (function), and is a fruit (class).<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Concept maps or drawing pictures can be used to help your client organize new information and make meaningful connections between the main idea and other information.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Teachers can ask students with weak conceptual understanding to describe a concept in their own words before and after applying it. \n<ul class=\"wp-block-list\">\n<li>For example, a student may be able to solve a problem using equations, but not be able to verbalize what they are doing. <\/li>\n\n\n\n<li>Clients with weak conceptual understanding need support and practice in highlighting key concepts. <\/li>\n\n\n\n<li>They should develop the habit of reviewing concepts after completing any new learning.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When engaged in classes that emphasize non-verbal concepts such as mathematics and science, it will be important to encourage your client to verbalize concepts that they are learning and understanding (e.g., weight, height, temperature, colour, size, speed, or other categories or classifications) in order to help them transfer their non-verbal knowledge to a verbal level.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Model language related to categories and practice categorizing items during daily activities. \n<ul class=\"wp-block-list\">\n<li>For example, when cooking, refer to items not only by a specific name, but by category. \u201c<em>We have the bowls, now we need some utensils. Let\u2019s see, here\u2019s the spatula and the knife. . .\u201dNow we need some dairy products. You get the butter, I\u2019ll get the milk.<\/em>\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Relate new concepts to already acquired concepts.&nbsp;<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Allow your client to create visual representations of concepts\/ideas that they are having difficulty expressing verbally. Accompanied with an oral component, this could be used as an alternative assignment.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>When designing tests or quizzes, the client&#8217;s teacher should ask specific conceptual-level questions.<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Parents can help their children and youth by discussing with them whatever key concepts they are currently learning in school.\n<ul class=\"wp-block-list\">\n<li>Clients should be encouraged to talk about concepts using their own words as if they were explaining the ideas to a younger child. <\/li>\n\n\n\n<li>Parents can help to itemize the critical features of the concepts.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Parents should try to have discussions with their children about concepts related to everyday life at home. \n<ul class=\"wp-block-list\">\n<li>As the client becomes older, concepts that appear in the news will also become relevant. \n<ul class=\"wp-block-list\">\n<li>Nevertheless, clients can be asked by their parents what their opinion is on certain kinds of community questions or problems that might be relevant to the client\u2019s level of development.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<div class=\"entry-summary\">\nIt may be beneficial to engage your client in activities to support their concept development and build their categorization skills.&nbsp;Especially&hellip;\n<\/div>\n<div class=\"link-more\"><a href=\"https:\/\/resourcelibrary.ucalgaryblogs.ca\/?page_id=506\" class=\"more-link\">Continue reading<span class=\"screen-reader-text\"> &ldquo;Strategies to Support Concept Formation&rdquo;<\/span>&hellip;<\/a><\/div>\n","protected":false},"author":8966,"featured_media":0,"parent":560,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_coblocks_attr":"","_coblocks_dimensions":"","_coblocks_responsive_height":"","_coblocks_accordion_ie_support":"","footnotes":""},"class_list":["post-506","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/506","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/users\/8966"}],"replies":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=506"}],"version-history":[{"count":12,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/506\/revisions"}],"predecessor-version":[{"id":3211,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/506\/revisions\/3211"}],"up":[{"embeddable":true,"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=\/wp\/v2\/pages\/560"}],"wp:attachment":[{"href":"https:\/\/resourcelibrary.ucalgaryblogs.ca\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=506"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}