3 Ways to boost Students’ Conceptual Thinking | High order thinking in the students

The capacity to grasp a topic or problem by discovering patterns or connections and addressing major underlying concerns is known as conceptual thinking. The integration of concerns and circumstances into a conceptual framework is referred to as conceptual thinking.

We teachers want our students to learn, have conceptual thinking but cramming and just remembering things. It feels amazing when an educator sees their students thinking conceptually, sometimes teachers try the conceptual question on the students which can be pondering for them as they simply stiffen the sentences, words in their head and do not have a conceptual understanding. In order to prepare students for success in the real world, teachers must find innovative methods to extend and link students’ thinking in the classroom. Students that read and grasp topics on a deeper level rather than merely remembering them, whether you’re teaching them to infer information, analyze facts, or relate them to new concepts. This separates critical thinking abilities from lower-order learning as memory. In this way, not only are connections created but the content is comprehended in an excellent way.

Teachers need to work on the teaching plans that produce more conceptual thinking skills in the students. While teaching, instructors should make students linked to creating, imagining, reasoning, grasping, and using the knowledge they learn every day.

Students who have been taught to think and have practiced linking diverse concepts in order to broaden their thinking have a favorable influence on their educational progress. It is observed that students with Higher Order Thinking Skills are better equipped to study, perform better, and even lower their stress levels. performance, and even mitigate their flaws. But how to make students conceptual thinkers? Don’t worry! Check these methods to do so.

3 successful ways to boost conceptual thinking in the students 

  1. Encourage questioning and guide with the problem-solving process: 
  • When pupils face novel challenges, doubts, questions, or dilemmas, Higher Order Thinking Skills are triggered. Students may solve issues faster and more efficiently by employing the abilities acquired via higher-order thinking. Encourage pupils to ask questions in order to build a classroom where they are free to do so without fear of repercussions. This will provide you the opportunity to give them ownership of their learning by showing them how to go through the processes to answer it themselves. Concept-based learning is all about teaching your kids to think at a higher level, and one of the strategies is to foster a culture of questioning. Students get increasing levels of knowledge as they progress through the levels of learning. Your level of inquiry symbolizes the journey of students as you assist them in moving their thinking from factual information to conceptual understanding.
  • The integration of factual and conceptual knowledge should be a design aim for education, as evidenced by the guiding questions you write and apply in practice.
  • Being an effective issue solver necessitates being creative and evaluating different techniques to arrive at a solution. One of the most significant components of this procedure is the method for arriving at a solution. It is critical that children understand that making errors is an opportunity to learn and improve and each blunder pushes pupils closer to a solution. The sooner pupils comprehend this, the better their learning will be. Encourage pupils to employ several ways of thinking during this process. 
  • The capacity to generate, improve, and prioritize questions may be one of the most crucial – yet frequently ignored – talents that a student may gain during their formal education. The questions we ask are frequently the source of strong critical thinking. We will facilitate a process that will help students develop a mental muscle required for deeper learning, creativity and invention, analysis, and problem-solving by intentionally teaching questioning skills.
  1. Connecting the concepts answers a lot of questions:
  • Take pupils through the steps of connecting one topic to the next. This level of thinking will assist the learner in comprehending how connections are created and allow them to build on those connections to achieve a higher degree of comprehension. Allowing kids the ability to infer is another option. What type of conclusions or connections may be derived from the facts presented? 
  • Not all thought is expressed verbally! Students might also benefit from using visual organizers to help them build meaningful connections. Use graphic organizers to structure their thoughts in a more orderly manner. Students will benefit from diagramming and generating thought maps that provide them the chance to link concepts and clearly grasp their degree of relevance and relationships to other concepts, not only to comprehend their own learning.
  • Our students’ decisions to attend will be influenced by the quality of learning connections we provide. By creating these connections and enabling students to think deeper, broader, and higher, it is critical to add context and relevance to instruction.
  • Connect the understanding to the questions. A teacher may strategically construct factual, conceptual, and leading questions to correlate to the conceptual understandings you want your pupils to achieve.
  1.  Giving related and non-related examples:
  • A significant device for showing idea development is introducing the two models and “non-models” of the idea. A “non-model” is something that has some, yet not all ascribe to the idea being introduced. (The failure to recognize which credits endlessly are not a piece of the idea is one significant wellspring of predisposition.)
  • Expertise with idea development is an important part of “theoretical reasoning”.
  • Many youngsters, for example, develop a “borrow and regroup” strategy for multi-digit subtraction problems. Comprehending meaning is referred to as conceptual knowledge; knowing that multiplying two negative integers generates a positive result is not the same as understanding why it is true.
Carter Martin

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