Concrete Examples What are concrete examples and
Description: Concrete Examples What are concrete examples and how can we use them as a study tool? How We Learn MCQ Why is writing hard? A You have to spell words correctly. B Writing includes lots of different components. C Writing is always long. 2.
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slide1. Concrete Examples What are concrete examples and how can we use them as a study tool?<br>
slide2. How We Learn MCQ Why is writing hard?
A You have to spell words correctly.
B Writing includes lots of different components.
C Writing is always long.
2. What are the different stages of the writing process?
A Planning, writing, checking and redrafting.
B Planning, writing, peer assessment and rewriting.
C Planning, writing, marking and proof-reading.
3. What does successful writing include?
A Knowledge of what and knowledge of how.
B Knowledge of what and knowledge of why.
C Knowledge of what and knowledge of when.<br>
slide3. How We Learn MCQ 4. What is nominalisation?
A Turning adjectives and verbs into adverbs.
B Turning adjectives and verbs into nouns.
C Turning adjectives and verbs into pronouns.
5. What are ‘specially’, ‘meanwhile’ and ‘finally’ examples of?
A Subordinate clauses
B Adjectives
C Transition words.<br>
slide4. How We Learn MCQ 6. What is elaborative interrogation?
A Using ‘what’ and ‘when’ questions to add further explanation.
B Using ‘how’ and ‘why’ questions to add further explanation.
C Using ‘what’ and ‘where’ questions to add further explanation.
7. What is dual-coding?
A Combining words and visuals.
B Combining pictures and visuals.
C Combining words and phrases.
8. How does dual-coding help with learning?
A It helps memory by offering two prompts: a verbal and a visual.
B It helps memory because pictures are easier than words.
C It helps memory through the process of drawing.<br>
slide5. How We Learn MCQ Why is writing hard?
A You have to spell words correctly.
B Writing includes lots of different components.
C Writing is always long.
2. What are the different stages of the writing process?
A Planning, writing, checking and redrafting.
B Planning, writing, peer assessment and rewriting.
C Planning, writing, marking and proof-reading.
3. What does successful writing include?
A Knowledge of what and knowledge of how.
B Knowledge of what and knowledge of why.
C Knowledge of what and knowledge of when.<br>
slide6. How We Learn MCQ 4. What is nominalisation?
A Turning adjectives and verbs into adverbs.
B Turning adjectives and verbs into nouns.
C Turning adjectives and verbs into pronouns.
5. What are ‘specially’, ‘meanwhile’ and ‘finally’ examples of?
A Subordinate clauses
B Adjectives
C Transition words.<br>
slide7. How We Learn MCQ 6. What is elaborative interrogation?
A Using ‘what’ and ‘when’ questions to add further explanation.
B Using ‘how’ and ‘why’ questions to add further explanation.
C Using ‘what’ and ‘where’ questions to add further explanation.
7. What is dual-coding?
A Combining words and visuals.
B Combining pictures and visuals.
C Combining words and phrases.
8. How does dual-coding help with learning?
A It helps memory by offering two prompts: a verbal and a visual.
B It helps memory because pictures are easier than words.
C It helps memory through the process of drawing.<br>
slide8. analogy (n): the act of comparing two things that are alike in some way The prefix ‘ana’ in old medical prescriptions meant an equal quantity of each whereas logos is from the Greek meaning ‘word’ so we can think of analogy as not just words that are equal or similar in some way, but also ideas.
In her analogy, the poet compared love to an endless well .
The student used an analogy comparing two presidents in his history essay.
Her grandfather made an analogy between flying a kite and fishing.Â
How might analogies help us learn? Can you think of a time someone – perhaps a teacher or parent – has used an analogy to explain something? How do analogies link to elaboration?<br>
slide9. abstract (ADJ): relating to ideas rather than definite forms The prefix ‘ab’ means ‘off’ and the root means ‘to draw, drag or move’ so something ‘abstract’ is ‘withdrawn from practical matters or material objects’ (opposed to concrete) therefore difficult to understand!
Jim can understand the abstract language used by prehistoric peoples.
Hopefully the architect will be able to turn my abstract sketches into the house of my dreams!
If you go to the designer with an abstract ridea, it will be difficult for him to create the wedding dress you want.Â
Why are abstract ideas difficult to understand? How could analogies help us understand and explain them?<br>
slide10. Concrete examples Many of the ideas you need to understand and master in school are quite abstract. Therefore, creating concrete, real-world examples to represent these ideas can make them easier to understand.
This could be something as simple as cutting a cake into four equal pieces to represent quarters and the concept of fractions.
In Geography, we could explain the concept of ‘irrigation’ by looking at how certain crops need different climates. Therefore, in dry climates some farmers store water and move it to the fields using special pipes and this is called ‘irrigation’. We could also think about how Britain is an island surrounded by water which is useless for farming because it is salty sea water therefore British farmers may use irrigation if we had a dry spell.
Studies show that the more concrete examples we can collect to represent one idea, the better we will understand it. Explain to your partner what concrete examples are and how they can help with learning.<br>
slide11. Analogies & anecdotes Our brains privilege stories so analogies and anecdotes (short stories) can be very effective forms of creating a concrete example.
Consider this metaphor from the film Forest Gump: Life is a box of chocolates. The abstract idea of life is explained through something tangible and concrete: a box of chocolates. We can all relate to this and begin to understand that life is varied, full of surprises including pleasant and unpleasant ones.
Let’s list some abstract concepts from different subject areas and see what real-life concrete examples, including analogies and anecdotes, we can come up with to explain them.<br>
slide12. Analogies and anecdotes<br>
slide13. Examples and non-examples Another useful way to make the abstract concrete is through noting down examples and non-examples and looking at they key differences to help understand common misconceptions. The Frayer Model is one way to organise your examples and non-examples: Hubris<br>
slide14. Choose an idea from any subject area and create a list of examples and non-examples. You could use a frayer model<br>
slide15. Use some change of direction transition words to explain the difference between your examples and non-examples<br>
slide2. How We Learn MCQ Why is writing hard?
A You have to spell words correctly.
B Writing includes lots of different components.
C Writing is always long.
2. What are the different stages of the writing process?
A Planning, writing, checking and redrafting.
B Planning, writing, peer assessment and rewriting.
C Planning, writing, marking and proof-reading.
3. What does successful writing include?
A Knowledge of what and knowledge of how.
B Knowledge of what and knowledge of why.
C Knowledge of what and knowledge of when.<br>
slide3. How We Learn MCQ 4. What is nominalisation?
A Turning adjectives and verbs into adverbs.
B Turning adjectives and verbs into nouns.
C Turning adjectives and verbs into pronouns.
5. What are ‘specially’, ‘meanwhile’ and ‘finally’ examples of?
A Subordinate clauses
B Adjectives
C Transition words.<br>
slide4. How We Learn MCQ 6. What is elaborative interrogation?
A Using ‘what’ and ‘when’ questions to add further explanation.
B Using ‘how’ and ‘why’ questions to add further explanation.
C Using ‘what’ and ‘where’ questions to add further explanation.
7. What is dual-coding?
A Combining words and visuals.
B Combining pictures and visuals.
C Combining words and phrases.
8. How does dual-coding help with learning?
A It helps memory by offering two prompts: a verbal and a visual.
B It helps memory because pictures are easier than words.
C It helps memory through the process of drawing.<br>
slide5. How We Learn MCQ Why is writing hard?
A You have to spell words correctly.
B Writing includes lots of different components.
C Writing is always long.
2. What are the different stages of the writing process?
A Planning, writing, checking and redrafting.
B Planning, writing, peer assessment and rewriting.
C Planning, writing, marking and proof-reading.
3. What does successful writing include?
A Knowledge of what and knowledge of how.
B Knowledge of what and knowledge of why.
C Knowledge of what and knowledge of when.<br>
slide6. How We Learn MCQ 4. What is nominalisation?
A Turning adjectives and verbs into adverbs.
B Turning adjectives and verbs into nouns.
C Turning adjectives and verbs into pronouns.
5. What are ‘specially’, ‘meanwhile’ and ‘finally’ examples of?
A Subordinate clauses
B Adjectives
C Transition words.<br>
slide7. How We Learn MCQ 6. What is elaborative interrogation?
A Using ‘what’ and ‘when’ questions to add further explanation.
B Using ‘how’ and ‘why’ questions to add further explanation.
C Using ‘what’ and ‘where’ questions to add further explanation.
7. What is dual-coding?
A Combining words and visuals.
B Combining pictures and visuals.
C Combining words and phrases.
8. How does dual-coding help with learning?
A It helps memory by offering two prompts: a verbal and a visual.
B It helps memory because pictures are easier than words.
C It helps memory through the process of drawing.<br>
slide8. analogy (n): the act of comparing two things that are alike in some way The prefix ‘ana’ in old medical prescriptions meant an equal quantity of each whereas logos is from the Greek meaning ‘word’ so we can think of analogy as not just words that are equal or similar in some way, but also ideas.
In her analogy, the poet compared love to an endless well .
The student used an analogy comparing two presidents in his history essay.
Her grandfather made an analogy between flying a kite and fishing.Â
How might analogies help us learn? Can you think of a time someone – perhaps a teacher or parent – has used an analogy to explain something? How do analogies link to elaboration?<br>
slide9. abstract (ADJ): relating to ideas rather than definite forms The prefix ‘ab’ means ‘off’ and the root means ‘to draw, drag or move’ so something ‘abstract’ is ‘withdrawn from practical matters or material objects’ (opposed to concrete) therefore difficult to understand!
Jim can understand the abstract language used by prehistoric peoples.
Hopefully the architect will be able to turn my abstract sketches into the house of my dreams!
If you go to the designer with an abstract ridea, it will be difficult for him to create the wedding dress you want.Â
Why are abstract ideas difficult to understand? How could analogies help us understand and explain them?<br>
slide10. Concrete examples Many of the ideas you need to understand and master in school are quite abstract. Therefore, creating concrete, real-world examples to represent these ideas can make them easier to understand.
This could be something as simple as cutting a cake into four equal pieces to represent quarters and the concept of fractions.
In Geography, we could explain the concept of ‘irrigation’ by looking at how certain crops need different climates. Therefore, in dry climates some farmers store water and move it to the fields using special pipes and this is called ‘irrigation’. We could also think about how Britain is an island surrounded by water which is useless for farming because it is salty sea water therefore British farmers may use irrigation if we had a dry spell.
Studies show that the more concrete examples we can collect to represent one idea, the better we will understand it. Explain to your partner what concrete examples are and how they can help with learning.<br>
slide11. Analogies & anecdotes Our brains privilege stories so analogies and anecdotes (short stories) can be very effective forms of creating a concrete example.
Consider this metaphor from the film Forest Gump: Life is a box of chocolates. The abstract idea of life is explained through something tangible and concrete: a box of chocolates. We can all relate to this and begin to understand that life is varied, full of surprises including pleasant and unpleasant ones.
Let’s list some abstract concepts from different subject areas and see what real-life concrete examples, including analogies and anecdotes, we can come up with to explain them.<br>
slide12. Analogies and anecdotes<br>
slide13. Examples and non-examples Another useful way to make the abstract concrete is through noting down examples and non-examples and looking at they key differences to help understand common misconceptions. The Frayer Model is one way to organise your examples and non-examples: Hubris<br>
slide14. Choose an idea from any subject area and create a list of examples and non-examples. You could use a frayer model<br>
slide15. Use some change of direction transition words to explain the difference between your examples and non-examples<br>