Concept Sort

Grouping words meaningfully to deepen understanding.

Example:

Students use a concept sort in a small group setting.  The activity “forces” them to use these vocabulary words in their conversations. Prior to when this picture was taken, the students decided that Br2 and H2 were both elements and molecules so they moved the cards between the terms Molecule and Element.  In this picture, they discuss if the cards on the left are molecules in addition to being compounds.

Online Sample: YouTube

Purpose

To develop a deep understanding of concepts through the process of comparing, contrasting, and categorizing. The focus of a concept sort is on meaning, not word structure.

Procedure

1. Create a list of important words, ideas, concepts, and examples for a unit of study. (10-15 words)
2. Sort words into groups. Students can do this individually, or in small groups. Concept sorts can be closed (teacher provides the categories) or open (students create the categories).
3. After the sorts are completed, compare with others.
4. Have students write the newly created lists in their vocabulary notebook. They can even write a paragraph explaining why they grouped the words the way they did.

Modifications and extensions:

1. Concept sorts can be used before a concept is introduced to ascertain prior knowledge, or after the concept is taught to assess student understanding.
2.  As students move through the unit of study (during and after), they may re-sort and respond with new explanations as to why they grouped the words the way they did.
3. Teachers may want to have a “misfit” category where students can place words they don’t feel fit into given categories. This can lead to great class discussions.