Why it works
Using concrete examples to illustrate abstract concepts is a well-supported learning strategy: examples make ideas tangible and memorable. The research adds an important nuance, using several varied examples and explicitly connecting them to the abstract principle helps students transfer the idea, rather than getting stuck on the surface features of a single example.
The research: The Learning Scientists on concrete examples; research on examples and transfer.
The run-of-show
Choose your slot. The agenda, timings, and length update to match.
The core activity: plan concrete examples for an abstract idea
Teachers leave with several varied examples and a plan to make the principle explicit.
- Pick an abstract concept students struggle to grasp.
- Plan several varied concrete examples of it.
- Plan how you make the underlying principle explicit across the examples.
- Plan for students to generate their own example as a check.
Facilitator notes
- Use multiple varied examples.
- Make the principle explicit, and have students generate examples.
- Watch for surface fixation.
Adapt it
- <b>Elementary:</b> concrete, relatable examples; connect to experience.
- <b>Secondary:</b> varied examples across contexts, student-generated.
- <b>All settings:</b> several examples, principle made explicit.
Participant handout
One page for every teacher. Print it, or save it as a PDF.
Concrete Examples: vary them, name the principle
<b>Make abstractions stick:</b> several varied examples, the principle made explicit, students generate their own.
- The abstract concept:
- Several varied concrete examples:
- How I make the principle explicit:
- How students generate their own example:
- How I check for surface fixation:
Make it stick
Several examples, one principle:
- Use several varied examples.
- Name the principle.
- Bring an abstract idea made concrete to the next PLC.