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. 2021 Jul 29;14(3):785-792.
doi: 10.1007/s40617-021-00626-z. eCollection 2021 Sep.

Creating the Components for Teaching Concepts

Kent Johnson  1 , Andrew J Bulla  2
Affiliations

Creating the Components for Teaching Concepts

Kent Johnson et al. Behav Anal Pract. .

Abstract

An important dimension of Direct Instruction (DI) programs involves teaching conceptual behavior related to broadly applicable generalizations of a content domain. The current article outlines the necessary components for teaching a concept in any domain. The first step (1) is to conduct a concept analysis of the critical features that define the concept, as well as the features that vary from instance to instance of the concept. From this prescription we must (2) develop a range of typical and far-out examples of the concept that illustrate both the critical and variable features, (3) develop a minimum rational set of close-in nonexamples of the concept, each of which is missing only one critical feature, (4) develop matched example/nonexample pairs to highlight the critical feature missing in each example, and (5) develop additional examples and nonexamples that may be needed to produce the desired discriminations. Multiple exemplar teaching is not enough. Teaching a concept this way produces generative responding to examples as well as nonexamples not presented during instruction. To assess learners' generative responding, we must (6) create another set of far-out examples and close-in nonexamples from the concept-analysis prescription. Finally, after initially acquiring conceptual behavior, learners must (7) practice with additional far-out examples and close-in nonexamples. Once these components are created, a teacher is ready to develop an instructional sequence featuring tasks that include context-setting descriptions, rules, examples, and nonexamples.

Keywords: Instructional design; concept learning; generative responding.

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Conflict of interest statement

Conflict of InterestThe authors declare that they have no conflict of interest.

Figures

Fig. 1.
Fig. 1.
The Minimum Rational Set of Nonexamples for the Concept Bicycle. Images retrieved from: https://www.unicycle.com/hoppley-16-unicycle/, https://www.bikehighway.com/tomcat-bullet-apprentice-single-speed-special-needs-adult-tricycle.html, https://www.globber.com/us/scooters-for-teens-boys-girls/85-962-FLOW-FOLDABLE-125.html, https://www.goodhousekeeping.com/health-products/a32600106/where-to-buy-bicycles-online-best-stores/, https://www.harley-davidson.com/us/en/motorcycles/softail-standard.html
Fig. 2.
Fig. 2.
A Divergent Set of Examples for the Concept Bicycle. Photos courtesy of Three Oaks Bicycle Museum, Three Oaks, MI
Fig. 3.
Fig. 3.
A Divergent Set of Examples for the Concept Puppy. Retrieved from https://indieadco.com/
Fig. 4.
Fig. 4.
A Divergent Set of Examples for the Concept Fruit. Retrieved from https://jorgensenfoods.com/category/fruits
Fig. 5.
Fig. 5.
Examples and nonexamples of matched pairs
Fig. 6.
Fig. 6.
Van Gogh’s Portrait of Dr. Gachet. Retrieved from https://en.wikipedia.org/wiki/Portrait_of_Dr._Gachet
Fig. 7.
Fig. 7.
Van Gogh’s Wheatfield with Crows. Retrieved from https://en.wikipedia.org/wiki/Wheatfield_with_Crows
Fig. 8.
Fig. 8.
Van Gogh’s Vase with Sunflowers. Retrieved from:
Fig. 9.
Fig. 9.
Monet’s Water Lilies. Retrieved from https://www.youtube.com/watch?v=XeApLWd7240
Fig. 10.
Fig. 10.
Cezanne’s Portrait of a Man. Retrieved from http://art-cezanne.com/cezanne_1860_8.html
Fig. 11.
Fig. 11.
Gaugin’s The Vision after the Sermon. Retrieved from https://en.wikipedia.org/wiki/Vision_After_the_Sermon
See this image and copyright information in PMC

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