Reimagining Conceptual Learning

It wasn’t until Day 3 of the workshop that we had a true aha moment: a clear sense of how to plan for inquiry through a conceptual lens. Here’s a sketch of our thinking process:

One of the biggest takeaways was learning how to use concepts as curriculum organizers. We began with identifying the concepts that felt both meaningful and developmentally appropriate for a particular unit/content.We asked ourselves: What do we want to teach? Is this age-appropriate?

A powerful insight we gained was that concepts don’t always need to be confined —they can span across themes and topics. This cross-pollination can help ensure that an inquiry is both robust and genuinely. transdisciplinary.

One of the biggest mindset shifts I’ve made recently is moving from “What content do I need to teach?” to “What conceptual thinking do I want students to walk away with?” 

Here are six strategies I’m now keeping in mind as I plan:

Classification
Giving students chances to sort, group, or justify ideas based on concepts helps them notice patterns and clear up misconceptions. It’s a great way to introduce deeper thinking—even in early years.

🔹 Representation
I’m making space for students to show their understanding in more than one way—through visuals, movement, storytelling, or diagrams. 

🔹 Generalization
This is where the “aha” moments happen. When students connect examples and form their own big ideas as they move from facts to lasting understanding.

🔹 Concepts-in-Use
I’m being more intentional about linking concepts together across subjects. It helps learners see that these big ideas are everywhere, not just locked in one unit.

🔹 Internalization
This one’s all about reflection—encouraging kids to think about how they’re learning, and how they might adjust their approach. 

🔹 Transfer
The ultimate goal—can students apply what they’ve learned in new contexts? 

To ensure a unit is truly transdisciplinary, we need to keep the language of concepts alive across all subject areas—including specialist subjects. 

For example, consider the specified concept of Function. When we consistently use this concept as a lens across different learning areas, students begin to see patterns in how the world works:

• In science: How do cycles in nature function?
   
• In visual arts: How do colours function together to create an artwork?
   
• In physical education: How do teams function to achieve a shared goal?
   
• In Social Studies: How do we function together to create a successful learning environment?
   

By intentionally using the same conceptual language, we help students make connections across disciplines—even when the subject matter differs. 

These few days of deep diving into concept-based inquiry have left me energized, curious, and excited to try new strategies in the classroom. Are you ready to explore concept based inquiry in your classrooms as well?