C149: Specialist and Supporting Teachers: Understanding the Role of Conceptual Understanding

Send us a textHey friends. Welcome back.It’s been a minute or two since we last connected, but here we are—episode twelve of our specialist and supporting teachers series. And this one? It’s a big one. Today, we’re diving into what I believe is the beating heart of deep learning in the IB: conceptual understanding—and more importantly, how it shows up in your space. This is the question I hear all the time: "Lu, I’m a PE teacher." "I support EAL learners." "I’m in the science lab once a week—am I really supposed to design around concepts?"YES. A thousand times yes.Your subject, your space—it’s filled with rich, meaningful ideas. And when we frame those ideas through concepts, we give learners the opportunity to build understanding that sticks—understanding they can transfer and apply long after they leave your room.  So, yes. It applies. But let’s talk about how.Also, I have a quick update. If you’ve been wondering where I’ve been hiding, I’ve been in the zone—leading workshops, collaborating with incredible educators, and building something that’s bringing me so much joy: the Learner Agency Guide. I’m talking theory and practice. A guide and a workbook. It’s general for now, but a version just for you—our specialists and support educators—is on the way. I just need time, space, and many cups of hot cocoa to do it right.For a written blog post and other resources, visit:   https://thinkchat2020.comThanks for listening! Please find us on LinkedIn @lugerlach, Instagram @thinkchat2020, Threads @thinkchat2020, and Bluesky @thinkchat2020.bsky.social.Join our Confessions of a PYP Teacher Facebook Group! Let's have some fun!

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