Use of Concrete, Representational, and Abstract Levels for Long-Term Learning

Chapter 12 Reaction Paper
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The aim of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ascertain students develop a tangible understanding of the concept and content of what they are being taught. Notably, When students are assisted to first develop a concrete level of comprehension of any concept, they can use this foundation to later link their conceptual understanding to abstract content learning activities. Further, having students represent their concrete understandings (representational) by drawing simple pictures that replicate or mimic their use of concrete materials provides students with a supported process for transferring their concrete understandings to the abstract level. Moreover, teaching students how to draw solutions to problem-solving situations provides an excellent strategy for problem-solving in the future.
Further, at the concrete level, students are provided with many opportunities to practice and demonstrate mastery using concrete materials that fit the lesson. The representational level involves drawing pictures that represent the concrete objects previously used at the concrete level. Students draw what they molded according to their understating. This makes learning easier and students remember for a long time as they involve in multisensory in their thinking to come up with a solution. Finally, at the abstract level, students are provided many opportunities to practice and demonstrate mastery at the abstract level before moving to new skills. This helps a teacher to identify where students are at in their learning and convert student assessment results into meaningful descriptions of their learning progress.
Thus, the ...