POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OPEN UNIVERSITY SYSTEM- INSTITUTE OF OPEN AND DISTANCE EDUCATION

MASTER IN EDUCATIONAL MANAGEMENT (MEM)
Lopez, Quezon

WRITTEN REPORT
MODULE 5 LESSON 1:

PLANNING FOR INSTRUCTION

Submitted by:

ANGELICA L. SERRANO
Student

Submitted to:

DR. ADELIA R. ROADILLA

Course Specialist
ANGELICA l. SERRANO
MEM-D
WRITTEN REPORT

MODULE 5 LESSON 1:
PLANNING for INSTRUCTION

In this lesson, we’ll be able to understand what Concept Development Model is and how

will affect the learnings of an individual. First let’s determine the relationship of Concept

Attainment Model with Concept Development Model. As cited in PUP-OUS MEM module in

Educational Models and Paradigms, Concept Attainment Model is about teachers’ instruction

focusing on how the learners will learn the concepts or ideas being taught to them through

Concept Development Model (CDM) which will help not only the teacher but also the learners

on the development of concepts through the use of their prior knowledge or schema by means

of categorizing, and generalizing which will develop the higher order thinking skills of the

learners.

As cited in CISER: Center for the Integration of Science Education & Research of Texas

Tech University, Concept Development Model was originated from Concept Attainment Model

(CAM) of Jerome Bruner. Bruner explained that a concept is a network or inferences that are or

may be set into play by an act of categorization.

According to Hilda Taba (1902-1967), the use of CDM in developing learners knowledge

of concrete objects is different from how concepts are defined based on abstract ideas.

Moreover, CDM is a strategy that refines the concepts whether ideas are abstract or concrete.

According to CISER, CDM teaches students to make observations, form different types of

inferences from these observations, group data on the basis or perceived similarities, then form

categories and labels for the data, producing a conceptual system.

What is Concept?

Concept is the basic unit any mental activity as cited in Educational Models and

Paradigms MEM Module; an idea of what something is or how it works according to Merriam

Dictionary; a general idea or understanding, esp. one derived from specific instances or

occurrences according to American Heritage Dictionary of English Language.

What are the purposes of the Concept Development Model?

As cited in DoDEA 2590.2-G, January 2006, the concept development model (CDM) is

based upon the work of Hilda Taba (1966), involves both inductive and deductive reasoning

processes. Here are some of the purposes of CDM.

• Provides opportunities to participate and share ideas

-learners can be able to provide own answers regarding of the broad concept given to

them

• Establishes relationships between data and information

-learners can be able interrelate the concept and their previous knowledge and

understanding about it or their schema

• Develops higher order thinking skills (HOTS)

-learners will develop the HOTS wherein learners can be able to explain the reason

behind their answers and how these answers related to one another

• Helps to create new and expanded ideas and information

-learners can develop new trend of knowledge by means of categorizing each

information given by the learners and generalization of it in latter part.

Steps in the Concept Development Model

Figure 1. Hilda Taba’s Concept Development Model

Figure 2. (Source: Educational Models and Paradigms; PUP-OUS MEM Module, p.60)

Figure 1 and figure show similar steps except for the last step which is present in

figure 2, the evaluating. In this model, teacher will only serves as the facilitator of

learning.

1. Listing.

After the teacher gave the broad concept, learners are now in the process of listing

down all the ideas which are related or connected to the concept. There are no right

or wrong answers as long as it is related to the given concept.

2. Grouping

After the learners list all their ideas, it is now the time to group the ideas based from

their similarities. In this step, learners are now using their examining skills. The

teacher will now guide or elicit the responses where several grouping of ideas can be

made.

3. Labeling

In this step, learners are now task to name the group of ideas they have made

according to their similarities and express the reasons behind each group name or

ideas.

4. Regrouping

In this step, learners will have now the time to analyze again their answers if there

are ideas that can be placed in another group. Learners will use their reasoning and

clarifying skills that will challenge the thinking of the learners.

 5. Synthesizing

After those four steps, it is the time to make conclusion, generalization, or synthesize

the ideas made by the learners so, the teacher will provide examples which will be

the bases of their own generalization.

6. Evaluating

It is the last step, teacher will now evaluate the learners understanding through

various assessment; formative or summative. By this, knowledge growth will be

reflected not only in their individual performance but the whole class.

Concept Development Model in relation to Philippine Education Curriculum

As cited in UNESCO, International Bureau of Education, Spiral Curriculum Development

is based from Hilda Taba’s Concept Development Model. In the Philippines, Basic Education

Curriculum is now a spiral curriculum, which offers a continuous process of learning of a certain

topic from lower level to higher level. Department of Education (DepEd) Spiral Curriculum by

which difficulty concepts are taught according to the grade level.

Here are some conceptual framework of education in the Philippines.

Figure 3. Conceptual Framework in Araling Panlipunan (Source: Curriculum Guide, May 2016)
Figure 4. Conceptual Framework in English (Source: Curriculum Guide, May 2016)

These conceptual frameworks shows spiral development of the curriculum in educational

system in the Philippines in its new program of Basic Education, the K to 12 Basic Education

Program (Kto12 BEP).

What are the benefits of using the Concept Development Model?

CDM has its benefits, here are some;

 Extrapolation and refining knowledge

- To extend and refine learners knowledge and understanding of the concept

 Generating original ideas

- Through repetition of action using CDM, learners can be able to master it and can

make their own CDM

 Reading and extracting meaning

- Advance reading or studying of concept will help the learners to gain more

understanding of the concept before proceeding to the making of CDM

 Writing unified paragraphs and papers

 - CDM could be a great help of teaching the learners for example in grammar where

they can be able to write and construct their own paragraphs and paper

What are the limitations of using the Concept Development Model?

 Can be difficult for some students to handle open-ended aspect of the model

 With no clear direction, it may be difficult for teachers to plan and prepare questions

for the path the students take

 Difficult to adapt for all subjects, and even some types of text

 Text must be chosen in advance

Figure 5. SAMPLE OF CONCEPT DEVELOPMENT MODEL in Teaching-Learning Process

List down all the

adjectives that
you know

Evaluate the Group the

mastery of the adjectives
learners through according to their
formative similarities
assessment

ADJECTIVES

Label or name the

Synthesize or
group of
generalize the
adjectives that
concept learned
you formed

Regroup the
adjectives if any
of them can be
placed in other
group

Figure 6. SAMPLE OF CONCEPT DEVELOPMENT MODEL in Managing the School Development

 List all the programs and projects that you want
1. LISTING for the school development

Categorize the projects and programs according

2. GROUPING to their similarities

3. LABELING Name each group being formed

Let the team to regroup some projects, if there

4. REGROUPING are projects that suitable for two or more
categories or from their priority level

5. SYNTHESIZING Summarize and generalize the project concepts

6. EVALUATING Evaluate the impact of the projects

REFERENCES

- Educational Models and Paradigms, PUP-OUS MEM Module

- CISER: Center for the Integration of Science Education & Research of Texas Tech

University

- Merriam Dictionary

- American Heritage Dictionary of English Language

- DoDEA 2590.2-G, January 2006, Teaching Models for Differentiation

- Taba Model, [Link]

- UNESCO, International Bureau of Education, Hilda Taba

- DepEd Curriculum Guides, May 2016