Chapter 12 page 282
c. if you are teaching a rule. Rules typically employ concepts, and students need to know each
concept. For instance, if you are teaching the rule for calculating the area of a triangle, you need to teach
the concepts base and altitude and possibly even one-half and times.
d. if the material requires students to learn parts, such as the parts of a cell. You may need a separate
concept lesson on each part.
2a. For related concepts, use the following steps:
a. Present labels and definitions.
b. Present the best examples of each concept.
c. Present expository examples in matched sets.
d. Present interrogatory examples and give feedback after each example.
e. Give practice examples and give feedback after each one.
f. Test students’ performance by having them classify new examples.
2b. For single concepts, use the following steps:
a. Present labels and definitions.
b. Present the best example of the concept.
c. Present expository examples/nonexamples in matched sets.
d. Present interrogatory examples/nonexamples and give feedback after each example.
e. Give practice examples/nonexamples and give feedback after each one.
f. Test students’ performance by having them classify new examples.
To illustrate, here is an example of instruction of a single concept. Here is an example of a concept
lesson to teach the concept of a RADIUS of a circle.
Step Example
a. Present
label and
definition.The radius of a circle is a line segment from the center of the circle to the edge of the circle.b. Present the
best example
of the
concept.The line from the center of the circle to the edge of the circle is the radius.