Resources

Materials

An Introduction to the Educational and Metacognitive approach of Systematic Concept Teaching (SCT) together with a Sample Packet of activities

from

Intelligent & Effective Learning based on the Model for Systematic Concept Teaching

Practitioner’s Manual for the Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties

(Hansen, Morgan (2018)

Please note that this pamphlet is currently undergoing revision.

An Introduction to the Educational and Metacognitive approach of Systematic Concept Teaching (SCT) together with a Sample Packet of activities

from

Intelligent and Effective Learning based on the Model for Systematic Concept Teaching

Practitioner’s Manual for the Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties

Hansen, A and Morgan, K. (2019) This 18-page pamphlet presents a brief, comprehensive overview of the SCT theory and practice from the program: Intelligent and Effective Learning based on the Model for Systematic Concept Teaching – The Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties (18 pages). Just click on the cover illustration above to download the pamphlet.

Sample Packet of Activities

from the text of:

Intelligent & Effective Learning based on the Model for Systematic Concept Teaching

Practitioner’s Manual for the Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties

(Hansen, Morgan 2019)

 Sample Packet of Activities

from

Intelligent and Effective Learning based on the Model for Systematic Concept Teaching

Practitioner’s Manual for the Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties

Hansen, A and Morgan, K. (2018) This pamphlet presents sample elements from the program: Intelligent and Effective Learning based on the Model for Systematic Concept Teaching – A Practitioner’s Manual for the Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties. The samples included here illustrate various types of learning tasks based on the principles of Systematic Concept Teaching (SCT) and the ConceptTeaching Model (CTM). Just click on the cover illustration above to download the entire set of samples or click on the bold titles below to download specific individual examples.

Teaching BCSs and related Basic Concepts in Preschool, Kindergarten and Grade 1 as a preventive measure ‒ the "Curriculum" version. This is a comprehensive proposal for teaching BCSs from late Preschool age (4 years of age, and possibly 3 years of age with an experienced CTM Teachet) and Kindergarten (5 years of age) through First and possibly Second Grade (Elementary school, 6 to 7 years of age). It reflects a preventative point of view – i.e. don't wait until the child definitely seems to fall short or experience problems with learning and communication, but start with teaching basic prerequisites for learning and communication for all from early on as a preventive measure. This proposal, Proposal No. 3 ‒ Teaching BCSs and related Basic Concepts … the "curriculum" version, along with three other proposals for teaching models is found in Chapter 6 of the comprehensive version of the text of Effective Learning based on the Model for Systematic Concept Teaching. In this chapter entitled, Four possible proposals for teaching Basic Conceptual Systems (BCSs) and their related Basic Concepts, the Reader will find detailed discussions of four possible models for teaching Basic Conceptual Systems (BCS) and their relevant concepts that very in purpose and sometimes in populations.

Systematic Concept Teaching Lesson 05. Shape – A Round Shape. Lessons included in the SCT program provide hands-on and visual exercises divided into three different Phases named according to the particular processes represented in each of the 3 Phases. Phase 1: Selective Association (or learning associations), Phase 2: Selective Discrimination (learning discriminations), and Phase 3: Selective Generalization (discovering and verbalizing similarities [and differences]). Note: It is crucial throughout each lesson to adjust the number of tasks as well as adjust and vary the kinds of items selected and presented within each Phase in direct relation to the specific needs of the student(s) in question. As the student(s) respond to the teaching, your ongoing assessment of their responses and skills will indicate the level of adjustment needed. Some students might need fewer stimuli/tasks to acquire this targeted concept/conceptual system. In contrast, other students might need a higher number of tasks to achieve mastery. Therefore, the critical variables to adjust in light of your ongoing assessment are the number of tasks as well as the possible items presented. However, each Phase, with its various subsections, together with the Cumulative and Follow-up tasks, must be addressed, regardless of the struggling students' age and prerequisites for learning in that specific conceptual area. Cf. Chapter 3 in Hansen and Morgan (2019), the subchapter, "Balancing an appropriate number and kind of tasks in each Phase when making your lessons."

Home Practice Worksheet for A Round Shape – Most of the Lessons included in the SCT program include a Home Practice Worksheet that provides parents with a way to encourage and further help their students develop the conceptual knowledge and skills they have been learning.

Analytic Coding Exercises focused around the theme of Dolphins – The Analytic Coding Exercises included in the SCT program focus on a variety of: 1. Mind Mapping, 2. Comparison (Similarities/Differences Exercises) and 3. Question Activities, all focused on Basic and Complex conceptual systems and their relevant conceptual vocabulary knowledge and related activities. These are used to help students apply the knowledge and skills of Analytic Coding to further their learning skills.

BCS Poster No. 1 – Included in the SCT program are five posters that illustrate the 23 Basic Conceptual Systems (BCS) covered by the CTM Lessons together with a text based poster of the targeted BCS.

Letter Description and Pronunciation guide sheet for the letter (grapheme) “a” and the the speech/letter sound (phoneme) short vowel / a /– The individual Letter Description and Speech Sound Pronunciation guides included in the SCT program provide a vehicle for helping students learn to accurately describe the shape of letters together with assisting them to learn to accurately describe the production of specific sounds in English.

Speech Sound and Letter Training Worksheet for the letter “b” and the speech/letter sound /b/ – The individual Speech Sound and Letter Training worksheets included in the SCT program provide students with practice in discriminating and identifying the specific speech sounds and the graphemes of English.


A Parent Guide to SCT and the learning of Basic Conceptual Systems

from the text of:

Intelligent and Effective Learning based on the Model for Systematic Concept Teaching

Practitioner’s Manual for the Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties

(Hansen, Morgan 2019)

A Parent Guide to SCT and the learning of Basic Conceptual Systems

from

Intelligent and Effective Learning based on the Model for Systematic Concept Teaching

Practitioner’s Manual for the Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties

This 25-page booklet is designed by Hansen and Morgan as a means to help teachers introduce parents, teachers and possibly others who are unfamiliar the idea of Basic Conceptual Systems and give them an overview of Systematic Concept Teaching and the learning of Basic Conceptual Systems. This booklet is based on the program: Intelligent and Effective Learning based on the Model for Systematic Concept Teaching – A Practitioner’s Manual for the Systematic Concept Teaching (SCT) Approach to the Prevention and Remediation of Learning Difficulties. The goal of this booklet is to “help to improve teaching and … student learning” (Nyborg, 1993) by helping parents and educators to provide the best possible conditions for learning to occur. Just click on the cover illustration above to download the booklet.

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Letter Name-Sound-Motor Production review cards

Letter Name-Sound-Motor Production review cards 

The individual Letter Name-Sound-Motor Production review cards presented here provide a vehicle for students to practice their description of the 3 interconnected concepts of: letter name – letter (speech) sound – and the motor movements for accurate production of the shape of letters that should all be taught/learned simultaneously. These can be paired with the Letter description and pronunciation guide sheets for more precise learning of the letter name – letter sound – letter production (motor). Simply click on the Set(s) or Directions you want to download.

Set 1 - Consonants: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z  

Set 2 - Vowels: long and short vowel a, e, i , o, u

Set 3 - Digraphs: sh, ch, th, wh, ph

Directions for use of the Letter Name-Sound-Motor Production review cards

Assessment of Children's Knowledge of Basic Conceptual Systems (BCSs)

Screening version

(Hansen, Morgan 2019)

Assessment of Children’s Knowledge of Basic Conceptual Systems (BCS) - Screening Versions (Original and Revised) – Part I Identification and, Part II Abstraction. Simply click on the specific item (a., b., c.) below you want to download.

The administration of the Assessment of Children’s Knowledge of Basic Conceptual Systems – Screening (ACKBCS-Screening) provides a quick overview of a child’s development of the knowledge and use of Basic Conceptual Systems and their respective conceptual vocabulary. The test uses a combination of images on a computer or tablet and objects as stimulus. The BCS Screening Test is composed of 2 sections: Section 1. Identification and, Section 2. Abstraction. Each test section contains 15 items, covering a single concept within each of the Basic Conceptual Systems of Color, Shape, Size, Number, Symbol, Position, Place, Function/Use, Surface Pattern, Direction, Material, Surface Property, Weight, Temperature and Time. Section 1: Identification, focuses on the child’s ability to verbally identify the key conceptual system and accompanying conceptual vocabulary for the targeted BCS. Section 2: Abstraction, focuses on the child’s ability to verbally identify the similarities between 2 or more items, using the vocabulary of both the key conceptual system and its accompanying conceptual vocabulary for the targeted BCS.

a. Assessment of Children’s Knowledge of Basic Conceptual Systems (BCS)- Screening Version (Revised) Response Booklet: Part I. Identification, Part II. Abstraction – Response Booklet (Updated version - This version is apropriate to use as a kind of pre- and post-test measure due to its use of only the first two tasks of the original test version.) Assessment of Children’s Knowledge of Basic Conceptual Systems (BCS)- Screening –Response Booklet: Part I. Identification, Part II. Abstraction.

b. Assessment of Children’s Knowledge of Basic Conceptual Systems (BCS)- Screening Version (Original)Response Booklet: Part I. Identification, Part II. Abstraction – Response Booklet (Original version - This version of the screening test is not recommended for use as a kind of pre- and post-test measure due to the inclusion of a third modeled response activity. However, it can be used as a screening test to get a quick overview of a child's development  of the knowledge and use of the Basic Conceptual Systems and their respective conceptual Vocabulary.)

c. Assessment of Children’s Knowledge of Basic Conceptual Systems (BCS)- Screening – Computerized Stimulus Plates (for presentation on a computer or tablet with both versions of the Screening Test.) Part I. Identification and, Part II. Abstraction. This tablet/computer assisted assessment was initially given with the presenter across the table from the student. As such, the device and slides were oriented so that the student saw the pictures in their proper orientation while the presenter saw any stimulus slides with text (Ex. slides 8, 10) in proper orientation to themselves.