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[2023] What is Abstraction in Lesson Plan? A Comprehensive Guide

• August 17, 2023
• Lesson Planning

Quick Answer: Abstraction in a lesson plan refers to the process of simplifying complex concepts or ideas to make them more understandable and accessible to students. It involves breaking down information into its essential components and presenting them in a clear and concise manner. Abstraction helps students grasp the main ideas and principles, fostering deeper understanding and critical thinking. It is a valuable teaching strategy that promotes student engagement and learning.

Welcome to our comprehensive guide on abstraction in lesson planning! As expert educators at Teacher Strategies™, we understand the importance of creating effective lesson plans that engage students and promote deep learning. In this article, we will explore what abstraction means in the context of lesson planning, its benefits, and practical tips for incorporating abstraction into your teaching practice. So let’s dive in and demystify the concept of abstraction in lesson plans!

Table of Contents

• Quick Answer

Quick Tips and Facts

What is abstraction in a lesson plan, why is abstraction important in lesson planning, 1. identify the key ideas, 2. simplify complex concepts, 3. use visual aids, 4. provide real-world examples, 5. encourage critical thinking, what is meant by abstraction in a lesson plan, what is the meaning of 4a’s lesson plan, what are the levels of abstraction in learning, how can abstraction benefit students, recommended links.

• Reference Links

• Abstraction in a lesson plan involves simplifying complex concepts to make them more understandable to students.
• It helps students grasp the main ideas and principles, fostering deeper understanding and critical thinking.
• Abstraction can be achieved through breaking down information, using visual aids, providing real-world examples, and encouraging critical thinking.
• Incorporating abstraction in lesson plans promotes student engagement and learning.

Abstraction in a lesson plan refers to the process of simplifying complex concepts or ideas to make them more understandable and accessible to students. It involves breaking down information into its essential components and presenting them in a clear and concise manner. By removing unnecessary details and focusing on the core concepts, abstraction helps students grasp the main ideas and principles, fostering deeper understanding and critical thinking.

In the context of lesson planning, abstraction can be applied to various aspects, including content, activities, and assessments. It allows teachers to present information in a way that is meaningful and relevant to students, catering to their cognitive abilities and prior knowledge. By using abstraction, teachers can create a bridge between abstract concepts and students’ real-world experiences, making learning more engaging and accessible.

Abstraction plays a crucial role in effective lesson planning for several reasons:

Simplifies Complex Concepts : Abstraction helps simplify complex concepts, making them more accessible to students. By breaking down information into its essential components, teachers can present it in a way that is easier to understand and digest.

Promotes Deeper Understanding : When students are presented with abstract or complex information, they may struggle to grasp the main ideas. Abstraction allows teachers to present information in a way that students can understand, promoting deeper understanding and retention of knowledge.

Fosters Critical Thinking : Abstraction encourages students to think critically and make connections between abstract concepts and real-world applications. By focusing on the core ideas, students are challenged to analyze, evaluate, and apply their knowledge in meaningful ways.

Engages Students : Lesson plans that incorporate abstraction are more engaging for students. By simplifying complex concepts and presenting them in a clear and concise manner, students are more likely to stay focused and actively participate in the learning process.

Supports Differentiation : Abstraction can be used to differentiate instruction for students with diverse learning needs. By presenting information at different levels of abstraction, teachers can cater to students’ individual abilities and provide appropriate scaffolding for learning.

How to Incorporate Abstraction in Your Lesson Plans

Now that we understand the importance of abstraction in lesson planning, let’s explore some practical strategies for incorporating abstraction into your teaching practice:

Before creating a lesson plan, identify the key ideas or concepts you want students to understand. These are the core concepts that form the foundation of the lesson. By identifying the key ideas, you can focus on simplifying and presenting them in a way that is meaningful and accessible to students.

Once you have identified the key ideas, simplify complex concepts by breaking them down into smaller, more manageable parts. Use clear and concise language, avoiding jargon or technical terms that may confuse students. Provide clear explanations and examples to illustrate the concepts.

Visual aids, such as diagrams, charts, or infographics, can help students visualize abstract concepts. Use visual representations to supplement your explanations and make the information more concrete and understandable. Visual aids can also enhance student engagement and retention of information.

Connect abstract concepts to real-world examples and applications. Help students see the relevance and practicality of the concepts they are learning. By providing real-world examples, you make the information more relatable and meaningful to students.

Promote critical thinking by asking open-ended questions and encouraging students to analyze, evaluate, and apply their knowledge. Use thought-provoking prompts or problem-solving activities that require students to think abstractly and make connections between different concepts.

By incorporating these strategies into your lesson plans, you can effectively leverage abstraction to enhance student learning and engagement.

In a lesson plan, abstraction refers to the process of simplifying complex concepts or ideas to make them more understandable and accessible to students. It involves breaking down information into its essential components and presenting them in a clear and concise manner. Abstraction helps students grasp the main ideas and principles, fostering deeper understanding and critical thinking.

The 4A’s lesson plan is a teaching framework that stands for Aim, Activate, Acquire, and Apply. It is a structured approach to lesson planning that focuses on engaging students, building on their prior knowledge, and promoting active learning. The 4A’s lesson plan helps teachers organize their lessons effectively and ensure a well-rounded learning experience for students.

In learning, there are different levels of abstraction that represent the degree of complexity or generality of concepts. These levels include:

Concrete Level : Concepts at this level are specific and tangible, directly related to students’ immediate experiences and observations.

Representational Level : Concepts at this level are represented symbolically or visually, allowing students to make connections between concrete examples and abstract ideas.

Abstract Level : Concepts at this level are general and theoretical, requiring students to think critically and make connections between different concepts.

By gradually introducing concepts at different levels of abstraction, teachers can scaffold students’ learning and promote deeper understanding.

Abstraction benefits students in several ways:

• Simplifies complex concepts : Abstraction helps students understand complex ideas by breaking them down into simpler components.
• Promotes deeper understanding : By focusing on key ideas, abstraction allows students to grasp the main concepts and build a solid foundation of knowledge.
• Fosters critical thinking : Abstraction encourages students to think critically, make connections, and apply their knowledge in meaningful ways.
• Enhances engagement : Lesson plans that incorporate abstraction are more engaging for students, as they present information in a clear and concise manner.
• Supports differentiation : Abstraction can be used to differentiate instruction, providing appropriate scaffolding for students with diverse learning needs.

Incorporating abstraction into lesson plans can create a rich learning environment that promotes student engagement and deeper understanding.

Abstraction in lesson planning is a valuable teaching strategy that simplifies complex concepts and makes them more accessible to students. By breaking down information into its essential components, using visual aids, providing real-world examples, and encouraging critical thinking, teachers can enhance student engagement and promote deeper understanding. Abstraction fosters the development of essential skills such as critical thinking, problem-solving, and analytical reasoning. So, when creating your next lesson plan, consider incorporating abstraction to maximize student learning and engagement.

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Marti is a seasoned educator and strategist with a passion for fostering inclusive learning environments and empowering students through tailored educational experiences. With her roots as a university tutor—a position she landed during her undergraduate years—Marti has always been driven by the joy of facilitating others' learning journeys.

Holding a Bachelor's degree in Communication alongside a degree in Social Work, she has mastered the art of empathetic communication, enabling her to connect with students on a profound level. Marti’s unique educational background allows her to incorporate holistic approaches into her teaching, addressing not just the academic, but also the emotional and social needs of her students.

Throughout her career, Marti has developed and implemented innovative teaching strategies that cater to diverse learning styles, believing firmly that education should be accessible and engaging for all. Her work on the Teacher Strategies site encapsulates her extensive experience and dedication to education, offering readers insights into effective teaching methods, classroom management techniques, and strategies for fostering inclusive and supportive learning environments.

As an advocate for lifelong learning, Marti continuously seeks to expand her knowledge and skills, ensuring her teaching methods are both evidence-based and cutting edge. Whether through her blog articles on Teacher Strategies or her direct engagement with students, Marti remains committed to enhancing educational outcomes and inspiring the next generation of learners and educators alike.

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Writing the 25-Word Abstract

Students read a short story and try to summarize it in 25 words.  This is great to teach them to focus on the main ideas from readings.

https://www.oercommons.org/courses/88-open-essays-a-reader-for-students-of-composition-rhetoric

Lesson Plan

• Have students individually read a text their small group has chosen and highlight main ideas and difficult vocabulary.
• Have students work in small groups, first to clarify vocabulary, using each other's thinking and other clasroom resources.
• Have group members take turns presenting their highlighted main ideas as well as their reasons for selecting them.
• Ask groups to discuss and reach consensus about which are the key points.
• Have students individually write an abstract of twenty-five words or less that includes the key points selected by their group.
• Have students take turns presenting their abstract to their group members.
• Ask group members to discuss differences among their abstracts and then agree on and write a group abstract of twenty-five words or less on a poster.
• Have groups post their abstracts and rotate around the room reading the abstracts of the other groups.  On sticky notes, have groups rate each poster, including their own, on the clarity, conciseness, and cohesiveness of the information in the abstract.  After all abstracts have been rated, lead a class discussion in which students surface the qualities that led them to rate an abstract as successful.

Modified Lesson Plan adapted from Schoenbach, Ruth, et al.  Reading for Understanding: How Reading Apprenticeship Improves Disciplinnary Learning in Secondary and College Classrooms .  Second Edition, WestEd, 2012, p. 223.

Academic Writing in Practice- Abstract, Precis, or Summary

COMPETENCY: W rites a précis/abstract/summary of texts in the various disciplines

What is an Abstract, Precis, or Summary?

Texts are classified as either abstract, precis, or summary, and sometimes as synopsis, are all the same.

These texts aim to precisely condense a larger work to present only the key ideas.

The general rule is to condense the information into around 15% of the original length of the text.

A 6, 000- word research article for an academic journal may require only 200-25- words for its abstract.

Structure of an Abstract

Rationale (around 20%)

Research problems (around 10%)

Methodology (around 20%)

Major Findings (around 40%)

Conclusion and implications (10%)

Guidelines in Writing an Abstract, Precis, or Summary

1. Read the text at least twice.

2. Highlight the key ideas and phrases.

3. Annotate the text.

4. State the author’s name, title of the passage and the main idea at the beginning sentence.

5. Identify use words/phrases indicating that you are presenting an abstract, precis, or summary.

6. Never copy in verbatim a single sentence from the original text.

7. Edit the main ideas to form one paragraph.

8. Refrain from adding comments.

9. Edit your draft abstract, precis, or summary.

10. Compare your output with the original text.

Isaiah 22:22

“Then I will set the key of the house of David on his shoulder,

When he opens no one will shut,

When he shuts no one will open.”

Writing About Art ( lesson plan )

Students will explore the interplay between words and images through a game and image and text pair examples. They will write and revise a text reaction to a work of art.

Artwork Related to this Lesson

The Eruption of Mt. Vesuvius , by Pierre-Jacques Volaire

Student Learning Objectives

• Students will perceive and analyze how meaning is communicated in text and the visual arts.
• Students will analyze the relationship of word and image.
• Students will express reflections and reactions to print and nonprint texts and personal experience.
• Students will analyze and demonstrate how to use language consisely and effectively.

Assessments

Lesson Resources

Related Content

1. Prepare students for discussion about the roles of words and images in communication by playing two quick rounds of Pictionary in which students will draw clues to represent a word for the rest of the class to guess (approximately 10 minutes). Make cue cards with words to use as the clues for the game. For the first round, use five concrete terms, such as book, car, hot dog, apple, and shoe. In the second round, use up to five words that represent more abstract concepts that are more difficult to represent in pictures, such as red, velvet, beauty, courage, and guilt. Have students volunteer to draw clues for the rest of the class to guess using the board or chart paper. Rules for the game include: No writing. No spoken hints. No use of a rebus system. The player may pass on a word by passing the marker to another player but cannot contribute to the guessing afterward. The first round should move quickly, while the second round may take longer. For this reason you may choose to use fewer words for the second round.

2. Following the Pictionary activity, ask students to compare the differences in the rounds of the game. Ask:  What were the differences between the two rounds? (types of words, easier first round, more difficult to guess in second round) What were the challenges of communicating using only pictures? What are different ways that words and pictures communicate? What inferences can you make about the relationship between words and pictures based on the experience of playing the game? How do words and pictures work together? What do pictures do best? What do words do best? For the students who drew, how did you decide what to draw for the clue? Why?

3. Inform students that they will be writing about a work of art and introduce Pierre-Jacques Volaire’s Eruption of Mount Vesuvius . Ask students to reflect on the following questions in their writing journal:  What are your first impressions of this image? How does looking at it make you feel? What do you see that makes you feel that way? What reaction do you think the artist was trying to provoke? What would you like to know about this image? If you could write a label for this work of art that evokes your experience with it in 100 words, what would that label say? What is the best way to communicate that experience?

4. Provide students with a copy of the background information for this work of art. Then ask:

How does this label communicate? What does it tell you about the painting? How are words used to tell you about the painting? Compare the styles and purposes of the two sections. What types of writing are contained in this label? How does each section function or communicate information? How does the information in the label change the way you look at the painting? How did it answer questions that you had about the image? Which experience did you prefer—looking at the image without text or looking at it after you read the label?

5. Then select additional works of art for students to write about for an experience-based 100-word entry. Refer to the questions in Step 3 to give the ideas for how to respond. Possible choices include: John Beerman, Three Trees, Two Clouds , Frederick Carl Frieseke, The Garden Parasol , Jacob Lawrence, Forward , Andrew Wyeth, Winter 1946 , Anselm Kiefer, Untitled , Thomas Moran, “ Fiercely the red sun descending/Burned his way along the heavens “

6. Have students put aside their writing briefly to look at pairings of words and images in a different context: newspaper articles about events and photo captions. Select an image and accompanying article about an event such as a game or celebration from a local paper. Present the article and the image without its caption. Discuss how the article and the image work together to convey the happenings and experience of the event. What kinds of information do the article and images communicate about the game? (e.g., for a sporting event: statistics, quotes, incidents from the game, comments about the officiating or crowd) Focusing on the image, ask: What is going on in this picture? What do you see that makes you say that? What additional information would you like to know? What would help you feel like you were at the event or watched it?

Show students the caption for the image. Ask:  What does this caption add to your experience of looking at the picture? How are the caption and image connected? What other info might help us understand these images better?

As a class, discuss ways that the caption could be made more effective. Have a student write the class’s suggestions for improving the caption on the board.

7. Have students revisit the 100-word writing completed in the journals for Step 5. Instruct them to revise their writing to a caption length of one to two sentences; the caption should evoke their experience of viewing the work of art rather than describing the image. Have students reflect in their journals on the process of revising their original text into a much shorter form.

8. As a class, create an exhibition catalogue of the images with the student captions.

Written by Jill Taylor, NCMA Educator

• Game playing, followup discussion, and the newspaper activity will be used to evaluate students’ understanding of how images and language communicate meaning and the interconnectedness of word and image.

• Journal entries and the caption will demonstrate the students’ ability to articulate and revise personal reflections.

Newspaper Web sites: www.newsobserver.com , www.charlotteobserver.com , www.news-record.com

Pierre-Jacques Volaire ( artist )

French painter Pierre-Jacques Volaire was a French artist who made a career in Italy as a souvenir artist. He...

The Eruption of Mt. Vesuvius by Pierre-Jacques Volaire ( work of art )

Eruption of Mt. Vesuvius ( concept map )

Push-Pull ( concept map )

Forward by Jacob Lawrence ( work of art )

The Garden Parasol by Frederick Carl Frieseke ( work of art )

Three Trees, Two Clouds by John Beerman ( work of art )

Untitled by Anselm Kiefer ( work of art )

John Beerman ( artist )

A native of Greensboro, North Carolina, Beerman attended the Skowhegan School of Painting and Sculpture and...

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TEACHING TO WRITE AN ABSTRACT IN THE ESP/ EAP CLASSROOM

2022, Lingua Viva XVIII/ 2022/ No 35, České Budejovice, 2022, pp. 9-20 https://www.pf.jcu.cz/images/PF/veda-vyzkum/viva/LV35_2022.pdf

Academic writing is one the fixed features in classes of English for Specific Purposes / English for Academic Purposes at many universities. Even those students studying in non-English environment, who normally do not write academic texts in English, may need to write an academically oriented text in English at some stage of their studiesabstract being one example. The purpose of this article is to explore the issues connected with designing a lesson on how to write an abstract. It examines some approaches available to tertiary level ESP/EAP teachers and proposes a more extensive, step-bystep plan we use in your ESP/EAP classes to teach to write an abstract. The efficiency of the more extensive approach was tested in a small-scale study, which revealed that spending more time on practicing to write an abstract is of certain benefit to the students, though this finding would need to be confirmed in a larger study.

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