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Makes Sense Strategies

Hierarchic: 4 Main Ideas

Side ideas
Strategies, LLC, Northpon. AL www.MakeESemeStrategns.coni

Name: Charity Smoot

Dale: February 19, 2013 *Inductive Method *Done in Beginning

CONCEPT ATTAINMENT

Is about..

Concept Attainment is a type of instructional strategy that focuses on the decision-making and categorization processes leading up to the creation and understanding of a concept. A concept is "the network of inferences that are or may be set into play by"an act of categorization"

THEORITTCAL FOUNDATION
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Developed by Jerome Bruner (Cognitive Psychologist)._1967 x-^ Bruner defined Concept Attainment as, the search for and listing of attributes that can be used to distinguish exemplars from non-exemplars of various categories" A.K.A="CATE6ORY LEARNING" Teacher-centered

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PLANNING

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IMPLEMENTING

-Identify Topics =Teachers should choose a ftiptt that all students ore somewhat famitiariN'rfn ...Make sure students have some background information about the topic before you present the topic -Specify Learning Ob,jectives=i#l-Be CLEAR abarit your objective because it is the objective that wilt smooltiiy guide you through your lesson. In this case, the objective will aid in helping the teacher provide examples 1fiaf are useful to the students...How does the topic correlate with the objective? -Select examples and nan -examplesi^Make sure the (true) examples are effective in illustrating the characteristic... ("real" objects will promote the students' interest) and also, make sure the (false) examples are ones in which the difference between the 1wo is "noticeable "...this helps with the students' understanding/ability to generalize ^Seauenas exawp « am-txia^- tytaa** 1 i* examples ^uiuiu, w.1 , 1 « wr OKS * aio/r ymr « _ t hdps to meosun t r critic nj^

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-Introductio^=Te«fher introduces the lesson/topic while engaging the students by presenting them with an example of a (true) example and a non-example. She/he then goes on to explain to tht-^tudents how the lesson will be conducted...£et the students excited w/o telling them what you are teaching -Examples and HypotfKsizing=Students are presented with other types of examples and non-examples and are asked to predict what they feel the concept should be categorized as."Labd Hie concept" -The analysis cycle-/! K A (Putting the students' thinking into wnro^LStudents are encouraged to analyze the previous hypothesis and determine whether or not it remains valid f w the set of new examples and1 non-examples given by the teacher...if not, students should offer additional hypotheses

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-ASSESSING -MOTIVATION -MODIFICATION
Teachers can assess the students by asking them to define the concept, identify the concept's characteristics, identify relationships b/t the concept and closely related concepts, or identify and create unique examples of the concept. Teachers can also access the students b^ asking them to create some type of concept map or flow chart *~~~ Students are motivated by group interaction, intellectual puzzles (using clues), and by the sense of the "unknown"

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Teachers can modify the concept by the "quality of examples" that they provide. For young children, make the topic and examples concrete and decrease the emphasis on/

So what? What is important to understand about this?
The Concept Attainment model helps students achieve a consistent and deeper understanding of important concepts and ideas. By using examples and non-examples, the students can arrive at a conclusion/definition that enables the concept to be applied consistently...lt also

promotes "critical thinking".