Concept-Based Teaching

A reflective practitioner does more than examine themselves. They change how they teach. Concept-based teaching is the shift from drilling facts that disappear after the exam to building conceptual structures that students can carry into new situations. This chapter walks through what that shift looks like in practice: how to write a useful problem statement, what concept-based teaching actually means, the pedagogical shifts it requires, the four-step reframing of beliefs that a teacher uses on themselves, and the goal of three-dimensional instruction.