We teach concepts all the time. In fact it could be said that we are either teaching a concept, a procedure, a skill or a fact. Most often we teach concept informally defining the ideas by their examples and non-examples. For example when we say that is not a good idea we clarify the concept of a "good idea." When we explain the difference between a city and a town we are defining the two concepts.

Outlined below is a five step formal inductive process to teach concepts. It is really handy to use when we really need to make sure we have clarified the idea, and it is useful to keep in mind when we are attempting to promote concept attainment throughout our daily teaching.
 

In this exercise students explore concrete items and through logical investigation they form an understanding of a concept. The model defined here is an inductive process, because it moves from specifics to a generalization.
 
 

Step 1: Explore items

Examine the characteristics of the following items.
 
 

Step 2: List characteristics

Describe the qualities of the items that are similar to one another.
 
 

Step 3: Develop a definition

Synthesize the characteristics of the items that have been listed into a concise definition.
 
 

Step 4: Select an appropriate label

Identify the common label for the concept or invent one that makes sense.
 
 

Step 5: Classify new items

Identify new items as examples or non-examples of the concept, given the definition that has been developed.