Reading Check #2 Concept Learning

A concept is a meaning, with a specific example. A concept is a representation of a concrete or defined object that refers to prior knowledge to make a connection for the learner. A concept can be relational, conjunctive or disjunctive and must be treated with instructional design principles accordingly. 
In my own words, a concept is a piece of information, which can be in the form of an update (new) or addition (based on prior knowledge), that connects to further information or knowledge through the use of examples and provision of context. 
In work cases, concept learning is all about a making the connections to a certain approach. All concept learning is context specific. In my field, in most cases, it has to do with process updates. How to convey the process update so learners will learn and use the concept? In the Tessmer, Wilson and Driscoll article, concepts are ways to categorize information to assign meaning and impose order to a field, subject, process, or area. This article stood out to me because it discusses how learners define, describe and relate the concept, to meet objectives. In order for the instructor to teach the concept, the instructor must provide a definition, examples, context (possibly through the use of analogies), and relate it so it has meaning for the learners.  

I have learned concepts throughout my life, not only in school, but in every aspect of life. As a learner devoted to furthering knowledge, I strive to learn new concepts and make connections. The best way I learn a concept is by doing or by associating it with what I already know. For example, I recently learned that worms are host-specific. How did I learn the concept? Through the use of analogy. The vet said, a dog can't host the same parasite as a sheep, as a chicken, etc. Worms are host-specific. This resolved my fear of catching worms!

I have taught a concept through illustration and providing examples. I try to relate to the learner as best I can. In a work setting, I have taught concepts by learning the concept myself. If I can fully understand and grasp the concept, then I can spell it out in the simplest form to illustrate meaning and thus understanding. For example, I have taught a concept by providing a definition, concrete examples, and then reinforcement through self-study. This can be in many forms, from a powerpoint, to a process update, to technical documentation. 

I would use my knowledge of concept learning in developing instruction by being as specific and straightforward as possible. In developing instructional materials, I have used my unknown knowledge of concept learning by finding gaps. I examine the process and try to attempt it myself, or visualize the steps, if there is a step missing then I flag this. Sometimes, when developing instruction, we can be careless and not address the needs of the learner. The learner is new to the concept, no matter how many times we have examined it, there will always be a fresh pair of eyes on it. To enforce understanding, the basic flow of developing instruction for concept learning is to: understand --> define simply --> provide examples and context --> reinforce with practice or study