You Have the Big Idea, Concept, and Some Examples ... Now What?

Abstract

Conducting a concept or content analysis is essential in planning efficient effective instruction. Sequencing instruction when teaching a concept is equally essential. Through instructional sequencing, the upfront analysis of identifying critical and variable attributes comes to life and makes for a successful teaching arrangement. Learning concepts can be made easier or more difficult based on the order in which instructional stimuli are introduced and described. In this article we will describe Direct Instruction's emphasis on clear instruction (faultless communication) and its method for sequencing and arranging positive and negative examples (juxtaposition). We will demonstrate how Direct Instruction's five principles of juxtaposition inform examples should be presented to maximize student learning.

Keywords: Concept teaching; Direct Instruction; Instructional design; Juxtaposition; Sequencing.

Fig. 1

An example of juxtaposition. Note: This image of a seagull sitting on a post, next to a sign that appears to bans exactly that behavior is an example of juxtaposition, emphasizing the contrast between the two (and the unlikelihood that the gull can read the sign). Image source: Shutterstock Standard License

Fig. 2

An example of the WordingPrinciple teaching carrying in addition https://www.nifdi.org/resources/free-downloads/programs/ell-eld-1/direct-instruction-spoken-english-dise-2/lesson-scripts/891-lesson-5-script/file.html

Fig. 3

Adherence to and violation of the difference principle. Note: Presenting highly similar positive and negative examples supports the Setup Principle (cells 1 and 2). Presenting negative examples that are minimally different from positive examples supports the Difference Principle (cell 2). Presenting a variety of line drawings, photographs, or toys violates the (minimal) Difference Principle for examples (cell 3), as does presenting negative examples are maximally different from the concept “vehicle” (cell 4). Images are a limited sample of possible examples. Images source: Freepik by Flaticon

Fig. 4

Demonstrating of the sameness principle. Note. Presenting black-filled drawings for both positive and negative examples supports the Setup Principle (cells 1 and 2). Presenting a range of positive examples that are greatly different from each other (cell 1) supports the Sameness Principle and indicates which features irrelevant to the concept. Presenting a limited range positive horse examples (cell 3) limits generalization. The negative examples must show the limits of the concept but in accordance with the Sameness Principle, need to vary as well (cell 4). Images are a limited sample of possible examples. Images source: Freepik by Flaticon

Fig. 5

The testing principle. Note: The Testing Principle is illustrated with a ranges of positive and negative examples of dog used in teaching as well as those not before seen by the learner. The first column presents the set of examples used in teaching, the top row contains positive examples that highlighting a range of possible variation of irrelevant features (e.g., size, color, position). The bottom row contains a range of negative examples that share some features with positive examples but not the relevant ones, thus indicating the limits of the concept. The second columns presents the Testing Set with novel examples selected using the same criteria, used to determine whether or not the concept has been learned and generalized

Fig. 6

Extension. Note. The language in the speech bubbles and the additional novel positive and negative examples illustrate some of the many ways that discriminations and concept learning could be extended. Images source: Freepik by Flaticon