Mastering Concepts

Part 2: The CBI Toolkit

Concepts are the building blocks of transferable understanding. They are what transform isolated facts into connected knowledge that students can apply across contexts. Yet identifying and teaching through concepts is often where educators struggle most with concept-based inquiry.

This chapter provides you with the tools to master concepts—to recognize them, select them strategically, and use them as lenses for deeper learning.

3.1 What Makes a True Concept?

Not every word that seems abstract is actually a concept. Understanding what qualifies as a true concept is essential for effective CBI design.

The Five Characteristics of True Concepts

A true concept must possess all five of these characteristics:

1. Timeless A concept transcends specific time periods. "World War II" is not a concept—it's a topic tied to a specific era. However, "conflict" is timeless, applying equally to ancient civilizations, modern nations, and playground disputes.

2. Universal A concept applies across cultures, locations, and contexts. "The American Revolution" is culturally specific, but "revolution" as a concept appears in French history, scientific paradigms, and technological innovation.

3. Abstract Concepts exist at a level of abstraction above concrete examples. You cannot point to "democracy" or hold "interdependence" in your hand. These ideas require mental construction from multiple concrete examples.

4. Represented by One or Two Words True concepts are typically expressed in one or two words. If you need a phrase or sentence to express the idea, you likely have a topic or generalization, not a concept. "How ecosystems change over time" is not a concept; "change" and "ecosystem" are concepts.

5. Has Different Examples A concept can be illustrated through multiple, varied examples. The concept of "pattern" can be demonstrated through mathematical sequences, animal migration routes, historical cycles, and musical rhythms.

The Concept Test

Use this quick test when evaluating potential concepts:

THE CONCEPT VERIFICATION CHECKLIST

□ Can this idea apply across different time periods? (Timeless)
□ Can this idea apply across different cultures/locations? (Universal)
□ Is this idea abstract rather than concrete? (Abstract)
□ Can I express this in one or two words? (Concise)
□ Can I think of at least three different examples? (Multiple instances)

If all boxes are checked → TRUE CONCEPT
If any box is unchecked → Likely a topic, theme, or generalization

Concepts vs. Topics vs. Themes

Understanding the distinctions:

Why This Matters:

When teachers mistake topics for concepts, they create units that don't transfer. A unit on "The Civil War" teaches about one event. A unit that uses the concepts of "conflict," "perspective," and "cause and effect" through the Civil War helps students understand any conflict, anywhere.

3.2 Micro-Concepts vs. Macro-Concepts

Not all concepts operate at the same level of abstraction. Understanding the distinction between micro-concepts and macro-concepts helps you build conceptual understanding strategically.

Macro-Concepts (Overarching Concepts)

Macro-concepts are broad, highly transferable ideas that span multiple disciplines. They serve as major organizers for curriculum and can connect learning across subjects and grade levels.

Examples of Macro-Concepts:

• Change
• Systems
• Patterns
• Relationships
• Perspective
• Structure
• Function
• Interdependence
• Cause and Effect
• Cycles

Characteristics:

• Apply across virtually all disciplines
• Highly abstract
• Few in number (perhaps 15-20 foundational macro-concepts)
• Students develop deeper understanding over years of schooling
• Can organize entire curriculum strands

Micro-Concepts (Discipline-Specific Concepts)

Micro-concepts are more specific to particular disciplines or domains. While still abstract and transferable within their field, they have narrower application than macro-concepts.

Examples by Discipline:

Science: ecosystem, adaptation, energy, force, cell, evolution, equilibrium

Mathematics: proportion, variable, function, equivalence, probability

Social Studies: citizenship, governance, scarcity, culture, migration

Language Arts: voice, theme, point of view, characterization, rhetoric

Characteristics:

• Specific to a discipline or closely related disciplines
• More numerous than macro-concepts
• Essential for disciplinary understanding
• Build toward macro-conceptual understanding

The Concept Hierarchy

CONCEPT HIERARCHY VISUALIZATION

                    MACRO-CONCEPTS
                   (Most Abstract)
                         │
              ┌──────────┼──────────┐
              │          │          │
           Change    Systems   Relationships
              │          │          │
              ▼          ▼          ▼
         ┌────┴────┐ ┌───┴───┐ ┌───┴───┐
         │         │ │       │ │       │
    MICRO-CONCEPTS (Discipline-Specific)
         │         │ │       │ │       │
    Evolution  Ecosystem  Interdependence
    Adaptation   Cycle    Cause/Effect
         │         │         │
         ▼         ▼         ▼
    SPECIFIC EXAMPLES (Topics/Facts)
         │         │         │
    Darwin's   Food     French Rev.
    Finches    Webs     Causes

Strategic Use of Both Levels

Effective CBI units typically:

1. Anchor in a macro-concept that provides the broadest transfer potential
2. Develop through micro-concepts that build disciplinary understanding
3. Connect both levels through generalizations that show relationships

Example Unit Structure:

Topic: Ecosystems Macro-Concept: Interdependence Micro-Concepts: Ecosystem, food web, adaptation, habitat Generalization: Living things in an ecosystem depend on each other for survival.

This structure ensures students understand both the specific content (ecosystems) and the transferable idea (interdependence) that applies far beyond biology class.

3.3 Finding Concepts in Your Curriculum

Every curriculum contains concepts, whether explicitly stated or hidden within the content. Your job is to surface them and make them the focus of instruction.

Strategy 1: Examine Your Standards

Standards often contain embedded concepts. Look for abstract nouns:

Example Standard: "Students will analyze how geographic features influenced the development of early civilizations."

Embedded Concepts:

• Geography (micro-concept)
• Development (macro-concept)
• Civilization (micro-concept)
• Influence (suggests cause and effect—macro-concept)

Strategy 2: Ask "What's the Bigger Idea?"

For any topic you teach, ask: "What bigger idea does this example illustrate?"

Strategy 3: Look for Patterns Across Units

When you notice the same ideas appearing across different units, you've found a concept:

Unit 1: Studying families → Roles, Relationships Unit 2: Studying communities → Roles, Relationships Unit 3: Studying ecosystems → Roles, Relationships

"Roles" and "Relationships" are concepts that thread through your curriculum.

Strategy 4: Use Concept Extraction Questions

Ask yourself these questions about your content:

1. What type of thing is this an example of?

   • The French Revolution is an example of... revolution, change, conflict

2. What does this share in common with other things students will learn?

   • Photosynthesis and cellular respiration both involve... energy transformation

3. What idea here would apply in a different context?

   • Understanding supply and demand in economics applies to... any scarce resource

4. If I could teach students just ONE transferable idea from this unit, what would it be?

   • From studying WWII, the most transferable idea is... how propaganda shapes public opinion

Strategy 5: Consult Concept Banks

Use established concept banks (see Appendix A) to identify concepts relevant to your content. Match your topics to suggested concepts:

Your Topic: Immigration patterns to America Concept Bank Suggestions: Migration, Push/Pull Factors, Culture, Identity, Change

The Concept Mapping Process

CONCEPT EXTRACTION WORKFLOW

Step 1: List your required topics/content
            ↓
Step 2: For each topic, ask "What's the bigger idea?"
            ↓
Step 3: Identify candidate concepts
            ↓
Step 4: Apply the Concept Test (5 characteristics)
            ↓
Step 5: Categorize as macro or micro
            ↓
Step 6: Select 1-3 concepts for your unit focus
            ↓
Step 7: Plan instruction around selected concepts

3.4 Concept Lenses for Different Subjects

Each discipline has characteristic concepts that serve as powerful lenses for understanding content. Here are concept lenses organized by subject area:

Science Concept Lenses

Life Science:

• Interdependence
• Adaptation
• Systems
• Cycles
• Structure and Function
• Diversity
• Evolution

Physical Science:

• Energy
• Force
• Matter
• Change
• Conservation
• Interaction
• Properties

Earth Science:

• Cycles
• Change
• Systems
• Patterns
• Scale
• Evidence
• Models

Mathematics Concept Lenses

Number and Operations:

• Quantity
• Equivalence
• Place value
• Operations
• Relationships

Algebra:

• Patterns
• Variables
• Functions
• Equality
• Representation

Geometry:

• Shape
• Space
• Properties
• Transformation
• Measurement

Data and Statistics:

• Representation
• Probability
• Distribution
• Inference
• Variability

Social Studies Concept Lenses

History:

• Change and Continuity
• Cause and Effect
• Perspective
• Evidence
• Significance
• Power

Geography:

• Location
• Movement
• Region
• Human-Environment Interaction
• Place

Civics:

• Rights
• Responsibilities
• Governance
• Justice
• Citizenship
• Power

Economics:

• Scarcity
• Choice
• Interdependence
• Markets
• Incentives
• Trade-offs

Language Arts Concept Lenses

Reading/Literature:

• Theme
• Perspective
• Structure
• Character
• Conflict
• Symbolism
• Voice

Writing:

• Purpose
• Audience
• Voice
• Organization
• Evidence
• Clarity

Language:

• Communication
• Convention
• Context
• Meaning
• Syntax

Arts Concept Lenses

Visual Arts:

• Composition
• Expression
• Form
• Color
• Space
• Symbolism

Music:

• Rhythm
• Melody
• Harmony
• Expression
• Form
• Culture

Drama/Theatre:

• Character
• Conflict
• Interpretation
• Expression
• Communication

Cross-Curricular Concept Lenses

Some concepts work powerfully across all disciplines:

• Systems: Works in science, social studies, mathematics, even literature analysis
• Change: Universal across all subjects
• Patterns: Mathematics, science, history, music, visual arts
• Perspective: Literature, history, art, even science (competing theories)
• Relationships: Mathematics, science, social studies, language arts
• Structure: Language, mathematics, science, arts

3.5 Developing Concept-Rich Vocabulary

Teaching concepts effectively requires intentional vocabulary development. Students need both the language to discuss concepts and the understanding to use conceptual vocabulary meaningfully.

Beyond Definitions

Teaching conceptual vocabulary differs from teaching ordinary vocabulary:

The Four-Part Concept Vocabulary Approach

Part 1: Multiple Examples

Introduce concepts through varied examples before providing definitions:

Teaching the concept of "adaptation":

• Show a cactus storing water
• Show a polar bear's white fur
• Show a bird's beak shape
• Then ask: "What do all of these have in common?"

Part 2: Non-Examples

Strengthen understanding by showing what the concept is NOT:

Teaching the concept of "democracy":

• Example: Citizens voting for representatives
• Non-example: A king making all decisions
• Ask: "Why is the second not democracy?"

Part 3: Student-Generated Examples

Have students find their own examples:

After introducing "pattern":

• "Find three examples of patterns in our classroom"
• "Find a pattern in something you do every day"
• "Where do you see patterns outside of school?"

Part 4: Conceptual Talk

Create opportunities for students to use conceptual language:

• Discussion prompts: "How does this relate to what we learned about adaptation?"
• Writing prompts: "Explain how the concept of perspective applies to..."
• Peer teaching: "Explain the concept of interdependence to your partner"

Concept Vocabulary Development Sequence

CONCEPT VOCABULARY DEVELOPMENT STAGES

Stage 1: EXPOSURE
├── Encounter concept in context
├── Teacher uses concept language
└── Students hear concept repeatedly

Stage 2: RECOGNITION
├── Identify concept in examples
├── Distinguish examples from non-examples
└── Connect concept word to meaning

Stage 3: PRODUCTION
├── Use concept in discussion
├── Generate own examples
└── Apply concept to new contexts

Stage 4: OWNERSHIP
├── Explain concept to others
├── Transfer concept across subjects
└── Use concept spontaneously

Practical Strategies for Concept Vocabulary

Concept Walls: Display concept vocabulary prominently with visual representations and student-generated examples. Update throughout the year as understanding deepens.

Concept Journals: Students maintain journals where they record concepts, examples, personal connections, and evolving definitions.

Concept Sorts: Students categorize examples and non-examples, or sort concepts by type (macro/micro) or discipline.

Concept Connections: Regularly ask students to connect concepts: "How does the concept of perspective relate to the concept of conflict?"

Concept Transfer Challenges: "We learned about the concept of adaptation in science. Where else does this concept apply? Find an example from history, from your own life, and from literature."

Templates & Tools

Template 3.1: Concept Identification Worksheet

CONCEPT IDENTIFICATION WORKSHEET

Unit/Topic: _________________________________

STEP 1: Content Analysis
List the main topics/content to be taught:
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________

STEP 2: Concept Brainstorming
For each topic, brainstorm potential concepts:

Topic 1 → Possible concepts: _________________
Topic 2 → Possible concepts: _________________
Topic 3 → Possible concepts: _________________
Topic 4 → Possible concepts: _________________

STEP 3: Concept Verification
Apply the Concept Test to top candidates:

Candidate Concept: _________________________

□ Timeless (applies across time periods)
□ Universal (applies across cultures/contexts)
□ Abstract (cannot be touched/seen directly)
□ Concise (1-2 words)
□ Multiple examples possible

Result: TRUE CONCEPT / NOT A CONCEPT

STEP 4: Concept Classification

Macro-Concepts Selected (1-2):
1. _______________________________________
2. _______________________________________

Micro-Concepts Selected (2-4):
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________

STEP 5: Concept Connections
How do the selected concepts relate to each other?
____________________________________________
____________________________________________
____________________________________________

Template 3.2: Concept Lens Planning Matrix

CONCEPT LENS PLANNING MATRIX

Subject Area: ______________________________
Grade Level: _______________________________
Unit Topic: ________________________________

LENS 1: ___________________ (Macro-concept)

How this lens applies to the unit:
____________________________________________

What students will understand through this lens:
____________________________________________

Transfer question: How might this concept apply
beyond this unit?
____________________________________________

LENS 2: ___________________ (Micro-concept)

Discipline-specific application:
____________________________________________

Key understandings to develop:
____________________________________________

Connection to macro-concept above:
____________________________________________

LENS 3: ___________________ (Micro-concept)

Discipline-specific application:
____________________________________________

Key understandings to develop:
____________________________________________

Connection to macro-concept above:
____________________________________________

INTEGRATION:
How will you help students see connections among
these concept lenses?
____________________________________________
____________________________________________

Template 3.3: Concept Vocabulary Development Plan

CONCEPT VOCABULARY DEVELOPMENT PLAN

Target Concept: ____________________________

INTRODUCTION EXAMPLES (3-5 varied examples):
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
5. ________________________________________

NON-EXAMPLES (2-3):
1. ________________________________________
2. ________________________________________
3. ________________________________________

STUDENT-GENERATED EXAMPLE PROMPTS:
"Find an example of [concept] in..."
□ Our classroom: ___________________________
□ Your daily life: __________________________
□ Another subject: _________________________

CONCEPTUAL TALK OPPORTUNITIES:
□ Discussion prompt: _______________________
□ Writing prompt: __________________________
□ Peer teaching activity: ____________________

ASSESSMENT OF UNDERSTANDING:
How will you know students truly understand
this concept?
____________________________________________
____________________________________________

TRANSFER CONNECTIONS:
Where else in the curriculum does this concept
appear?
____________________________________________
____________________________________________

AI Prompts for Concept Mastery

Prompt 3.1: Concept Identification from Content

I'm teaching a unit on [TOPIC] to [GRADE LEVEL] students.
Help me identify the underlying concepts in this content.

Content/topics to be covered:
[LIST YOUR CONTENT]

For each concept you identify:
1. Name the concept (1-2 words)
2. Classify it as macro-concept or micro-concept
3. Explain why this qualifies as a true concept
   (timeless, universal, abstract, etc.)
4. Provide 2-3 examples from different contexts that
   illustrate this concept
5. Suggest how this concept connects to other concepts
   students may already know

Please identify at least 3-5 relevant concepts for
this unit.

Prompt 3.2: Concept Verification

I think "[WORD/PHRASE]" is a concept I can use to
organize my teaching. Please evaluate whether this
is a TRUE concept using these criteria:

1. TIMELESS: Does it apply across different time periods?
2. UNIVERSAL: Does it apply across cultures and contexts?
3. ABSTRACT: Is it an idea rather than something concrete?
4. CONCISE: Is it expressed in 1-2 words?
5. MULTIPLE INSTANCES: Can it be illustrated through
   varied examples?

If it IS a true concept, provide:
- Classification (macro or micro)
- 3 diverse examples
- 2 non-examples
- Suggestions for related concepts

If it is NOT a true concept, explain why and suggest
what it actually is (topic, theme, generalization) and
recommend a related true concept I could use instead.

Prompt 3.3: Subject-Specific Concept Lens Generator

I teach [SUBJECT] at the [GRADE LEVEL] level.

Generate a comprehensive list of concept lenses
appropriate for my subject area, organized as follows:

1. MACRO-CONCEPTS (5-7)
   For each: brief explanation and example of how it
   applies in [SUBJECT]

2. DISCIPLINE-SPECIFIC MICRO-CONCEPTS (10-15)
   For each:
   - Brief definition
   - Example from typical [SUBJECT] content
   - Connection to a macro-concept

3. CONCEPT CLUSTERS
   Group related concepts that often work well together
   in unit design

4. CROSS-CURRICULAR CONNECTIONS
   Identify which concepts from this list appear in other
   subject areas and how they might be coordinated

Prompt 3.4: Concept Vocabulary Lesson Designer

Help me design instruction to develop student
understanding of the concept: [CONCEPT]

Grade Level: [GRADE]
Subject Context: [SUBJECT]
Unit Topic: [TOPIC]

Please provide:

1. INTRODUCTION SEQUENCE
   - 4-5 varied examples to introduce the concept
   - 2-3 clear non-examples
   - Guiding questions to help students identify the
     common thread

2. STUDENT EXPLORATION ACTIVITIES
   - Example-finding task appropriate for this age
   - Sorting or categorization activity
   - Connection-making activity

3. VOCABULARY DEVELOPMENT
   - Age-appropriate definition
   - Visual representation suggestion
   - Word relationships (synonyms, related concepts)

4. APPLICATION OPPORTUNITIES
   - Discussion prompt
   - Writing prompt
   - Transfer challenge

5. ASSESSMENT
   - How to know students truly understand vs. just
     memorized a definition

Prompt 3.5: Concept Mapping Across Curriculum

I want to trace how the concept of [CONCEPT] appears
across my [GRADE LEVEL] curriculum.

Subject areas I teach (or my students experience):
[LIST SUBJECTS]

For each subject area, please:

1. Identify where this concept naturally appears
2. Suggest specific topics/units where this concept
   could serve as an organizing lens
3. Propose how to explicitly connect the concept
   across subjects
4. Recommend language to help students see the
   same concept in different contexts

Also provide:
- A suggested sequence for developing this concept
  across the year
- Ideas for a culminating activity that demonstrates
  cross-curricular understanding
- Discussion prompts that help students recognize
  transfer of this concept

Key Takeaways

1. True concepts possess five characteristics: timeless, universal, abstract, concise (1-2 words), and can be illustrated through multiple examples.

2. Macro-concepts are broad, cross-disciplinary ideas (change, systems, patterns) while micro-concepts are discipline-specific (adaptation, proportion, citizenship).

3. Finding concepts in your curriculum requires looking beyond topics to ask "What's the bigger, transferable idea?"

4. Each discipline has characteristic concept lenses that help organize understanding within that field.

5. Concept vocabulary develops through multiple examples, non-examples, student-generated examples, and opportunities for conceptual talk—not through memorizing definitions.

6. Strategic concept selection for a unit typically involves anchoring in 1-2 macro-concepts developed through 2-4 supporting micro-concepts.

Reflection Questions

1. Think about a unit you teach regularly. What concepts have been hiding in that content?

2. Which macro-concepts appear most frequently across your curriculum? How could you make these connections explicit for students?

3. How does your current vocabulary instruction differ from conceptual vocabulary development? What shifts might you make?

4. What concept lenses would most transform student understanding in your subject area?

In Chapter 4, we'll explore how to craft powerful generalizations—the statements that connect concepts and capture transferable understanding.