Week 2: June 22-26

Cohorts and Events 2026 Hive Summer Cohort
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Instructions: After viewing the modules for the course Understanding Concept Development, participants are expected to respond to one of the questions posted in a manner that reflects an appropriate level of analysis and engagement in the discussion; applying the knowledge and insights from the readings to practical applications; drawing conclusions based on the content, raising new questions, presenting a counter argument, etc. Each response should include the question number, be stated in complete sentences, and apply the knowledge from the readings and sessions to practical applications.

In addition, each participant is expected to comment on at least two participants’ responses. The responses should be reflective and thoughtful, not simple short answers like “I agree” or “Me too.” A thoughtful response integrates readings, may provide examples, add new information, or present a counter argument.

Concept Development

  1. Reflect on a time when a student struggled to understand a concept (e.g., spatial awareness, object use, or body awareness). What assumptions did you or others make about what the student “should” already understand? How did those assumptions influence instruction or expectations? What helped shift your understanding of the student’s needs?
  2. Compare two areas of concept development outlined in the reading (e.g., object exploration vs. environmental awareness). How do they contribute differently to a student’s understanding of the world? Where do they overlap?

Concept Development Through Tactile Graphics

  1. How can educators determine whether a student is ready to move from concrete experiences (real objects/models) to more abstract representations (symbols and raised line drawings)? What evidence would you look for, and how would you respond if a student struggles with this transition?
  2. Think of a time when a student accurately used vocabulary but did not fully understand the concept (similar to the “duck” example). How would you redesign that learning experience using the progression of real objects → models → tactile graphics → raised line drawings? What specific instructional moves would you make at each stage?

Impact of Visual Impairment on Development

  1. Compare the development of object permanence and causal understanding in sighted vs. blind children (p. 2). What underlying factors contribute to these differences, and how might they influence later learning?
  2. The reading emphasizes the role of adult mediation and the risk of overdependence (p. 2). To what extent can adult support both help and hinder development? How do you strike an appropriate balance?
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Question 3: How can educators determine whether a student is ready to move from concrete experiences (real objects/models) to more abstract representations (symbols and raised line drawings)? What evidence would you look for, and how would you respond if a student struggles with this transition?

I would determine a student’s readiness to move from concrete experiences to more abstract representations by looking for evidence that they have developed a strong concept of the object through direct experience first. Before introducing tactile graphics or symbols, I would want to see that the student can consistently identify and explore the real object, understand its function, recognize its key features, and classify it among similar objects. Concept development follows a progressing from concrete to functional to abstract, so students should demonstrate understanding at each level before moving to the next.

If a student struggles with the transition, I would view it as a sign that additional concept development is needed rather than expecting them to simply learn the representation. Students with visual impairments often build understanding through sequential tactile experiences and may need more opportunities to connect the real object to a model or tactile graphic. I would return to hands-on exploration, highlight salient features, pair the object with its tactile representation, and provide repeated meaningful experiences before expecting the student to interpret abstract symbols independently. I emphasized in my notes that students cannot be expected to understand tactile graphics if they do not first have a firm concept of the object being represented.

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Question 1 Reflect on a time when a student struggled to understand a concept (e.g., spatial awareness, object use, or body awareness). What assumptions did you or others make about what the student “should” already understand? How did those assumptions influence instruction or expectations? What helped shift your understanding of the student’s needs?

I worked with a fourth-grade student who is blind and significantly below grade level academically. She had received services from a Teacher of Students with Visual Impairments and an Orientation and Mobility Specialist since infancy. Because she had received years of specialized instruction, there was an assumption that she had mastered basic spatial and body awareness concepts such as top, bottom, right, left, forward, and straight ahead.

Over time, I realized that although she could sometimes demonstrate a concept in one situation, she did not always understand it across settings. For example, she could place her hand on the top of her head when asked, but she struggled to identify the top of a worksheet. She frequently became disoriented in familiar environments and often could not remember where the door was after entering a room. Directions such as “move forward,” “go straight ahead,” or “go up a few steps” were often confusing for her. She also had difficulty transferring what she learned from one activity to another.

These assumptions influenced instruction because adults often expected her to understand directions that relied on concepts she had not fully developed. When she was unable to follow directions, it could appear that she was not paying attention or was unable to complete the task, when in reality she lacked a solid understanding of the underlying concepts.

What shifted my understanding was recognizing that being able to perform a skill in one context did not mean she truly understood the concept. I also noticed that she learned and retained information better when instruction was connected to meaningful and motivating activities. For example, during a lesson in which she made a peanut butter and jelly sandwich, she followed directions and completed steps much more successfully than expected. This experience helped me realize that her difficulties were not simply related to memory or compliance. When concepts were taught through hands on activities that were meaningful to her, she demonstrated stronger understanding and greater ability to apply what she learned.

This experience reinforced the importance of not assuming that a student understands a concept simply because they can demonstrate a related skill or have received years of instruction. It also highlighted the need to provide repeated, meaningful experiences across multiple settings so concepts can develop and generalize to new situations.

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Question 4. Think of a time when a student accurately used vocabulary but did not fully understand the concept (similar to the “duck” example). How would you redesign that learning experience using the progression of real objects → models → tactile graphics → raised line drawings? What specific instructional moves would you make at each stage?

11th grade students in a U.S. History course were asked to create a Funko Pop of an important figure they learned about that year. They were given a paper that described the requirements of the projects and an outline drawing of a Funko Pop figure. The student I work with has no vision, and is fairly new to the United States. He had no concept of what a Funko Pop character is. The assignment was also very visually based; the students had to draw/color their character and draw/color two things that represent them and what they did. They could also create other versions of the figure (fun, modernized, colorful).

We had to redesign the learning experience for him. Before the student could choose an important figure in US History, he wanted to know what Funko Pop was! The teacher did not take the students’ prior knowledge, exposure, or experiences into account when she assigned him this project. At this stage of the instruction, we knew that a raised line or embossed outline would not give the student an accurate “picture” of the concept of the characteristics we described, so we located a couple of Funko Pop characters for him to tactually explore. He was able to explore a real object/model from whole-to-part before we moved onto an embossed/raised line drawing of the figure. He understood the vocabulary as we verbally labeled the distinctive characteristics; oversized square-ish heads, disproportionate small bodies, large black eyes, usually no mouth or eyebrows, emphasized features unique to the character. He was then able to transition from a 3D model to a written verbal description to create the visual of his character. I have included a small part of the student’s description to demonstrate his understanding. I feel that we were able to create an accessible assignment that considers the students visual and cultural gaps while keeping with the teachers expectations.

“My Thomas Edison Funko Pop would feature the classic exaggerated Funko Pop proportions, with a very large head compared to the small body. The figure would have a prominent forehead to better represent Edison’s recognizable appearance. His hair would be brown with sculpted wavy details that could be felt by touch, while his large blue-green eyes would keep the simple and minimalist Funko Pop style. Even though the body would be smaller than the head, it would still appear slightly robust. Edison would wear a dark suit inspired by late 1800s fashion, including a vest, bow tie, and formal shoes with small raised details to imitate buttons, folds, and fabric textures. The vinyl figure would feel smooth overall, but the hair, clothing, and accessories would have textured details. As accessories, the Funko Pop would include a light bulb attached above the head and electrical wires in both hands. These accessories would represent Edison’s inventions and his contributions to the development and practical use of electricity. Alternate Version: A second version of the Funko Pop could show Thomas Edison holding a phonograph instead of electrical wires while wearing a long laboratory coat to represent his work as an inventor and researcher.”

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Question 3:

A student can be seen as ready to begin moving from real objects to symbols or raised-line drawings when they show a good understanding of what the object is and how it is used. They should be able to recognize the object in different situations, explore it tactually with purpose, and connect individual parts to the whole object. These skills then can be used to form a foundation for braille, using tactile graphics, and object identification.

When assessing readiness, The TVI should look to see if the student can simply name or identify an object. They should be able to use it appropriately, recognize it when it is available in a different setting, and understand its attributes. For example, a student who recognizes a cup in the classroom should also be able to recognize a similar cup in the cafeteria or during a matching activity. Tactile discrimination, organized hand movements, attention to detail, and the ability to remember information from one observation to the next should be measured.

Comparing a real object to a model or raised-line representation and asking questions like “What does this remind you of?” or “What part do you think this is?” would provide reliable data to show the student is making connections. It is also helpful to repeat activities on different days, settings, and time of the day.

If a student is challenged making the connecting from real objects to more abstract representationsthis might mean that the student will need to build these skills gradually. Activities that strengthen tactile discrimination such as sorting objects, matching textures, tracing shapes, or using handunderhand exploration are useful.

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Kiara, I appreciate your comment, becasue that is such an important distinction. More practice with the graphic rarely fixes anything if the concept isn’t there yet. this is especially challenging when there’s pressure to keep moving through the curriculum.

Being able to connect a real object to a model or simplified representation really does tell you so much. It points you right to where the gaps are and what kinds of hands-on experiences are still needed. In my experience, when a student struggles with that connection, slowing down and going back to real, meaningful exploration almost always does more good than pushing ahead.

It really comes down to how you sequence experiences. Each step needs to actually build understanding before you move to the next level of abstraction and getting that right is what we as TVIs should make sure we are doing.

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Good comment Jennifer, I have had that experience as well. Having a student that has been working on foundational concepts for years can lead to assumptions, especially by fourth grade. Many times I have seen in my own experience students that are not able to generalize their knowledge.
The part about her appearing inattentive or noncompliant when she was actually missing the concept is so important. That kind of learning deficit can effect how a student is perceived and what is expected of them going forward, usually in an inadvertant way.
The peanut butter and jelly sandwich moment is great. It’s amazing what a difference context makes and how it can provide real word idea of what a student understands and can do.
In one of our CEU opportunties it was pointed out that it really does come back to not confusing exposure with understanding.