![\"\"](\"https:\/\/sites.miamioh.edu\/exemplary-teaching-practices\/files\/2024\/09\/cbci-intro-insights-1024x1024.jpg\")
<\/figure>\n<\/div>\n\n\nWant to learn more? Here’s a video on conceptual understanding and the transfer.<\/p>\n\n\n\n
As teachers, we want our students to reach that higher level of thinking because it will encourage them to think more about what they are learning. That is what Concept-Based Curriculum and Instruction (CBCI) is about. CBCI has shifted my viewpoint on what a classroom should look and sound like. In the world of \u201ctraditional\u201d teaching, there are a lot of lectures from the teacher that the students must get the facts and memorize them because of the standardized that students must remember how to do things from memorization. This puts a lot of pressure on the teachers to ensure they teach every standard, and this means typically less authentic learning happens, less critical thinking, and a less diverse learning experience overall. Concept-based curriculum and instruction shift the \u201ctraditional\u201d way of teaching to thinking about what is happening with the knowledge that’s gained. CBCI creates a three-dimensional way of acquiring knowledge. The three-dimensional model includes knowing (factually), understanding (conceptually), and doing (skillfully). The concepts being taught are at the center of the unit plan, where these concepts encourage students to really think about what they are learning; they are exploring, asking questions, and seeing those patterns across different subjects. The skills and facts are important but should not be the purpose of the unit; it should be the balance between the lower level (skills) and the higher level (conceptual understanding). I want my students to gain that balance of understanding, use their prior knowledge, and relate it to their connections with their new knowledge. <\/p>\n\n\n
<\/figure>\n<\/div>\n\n\nWant to learn more? Here’s a video on conceptual understanding and the transfer.<\/p>\n\n\n\n