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Hierarchic: 4 Main Ideas

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Makes Sense
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Name: Rebekah Bridges

2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

Date:

ConceptAttainmentModel

1/29/15

Is about

Teachershelpingstudentsimproveanunderstandingofconcepts,aswellascriticalthinkingskills,byprovidingexamplesandnonexamplesofthe
conceptuntilstudentscanidentifywhattheconceptis.
Main idea

Theoretical
Foundation/Planning

TheoreticalFoundation
A.BasedontheworkofJeromeBruner
Rootedincognitivepsychology
Builtonthefoundationofinductive
reasoning
Planning
A.IdentifyTopic
Chooseaconceptthatstudentshavesome
experiencewith
B.SpecifyLearningObjectives
Synthesislevelobjectivesarebest.Students
musthavebackgroundknowledge.Establish
clearobjectives;examplesshouldhelp
achieveobjectives
C.SelectExamplesandNonexamples
Examplesmustclarifythecharacteristicsof
theconcept.Nonexamplesclearup
misunderstandingsaboutcloselyrelated
concepts.Sequenceexamplesand
nonexamplessothatstudentsarechallenged
andmusttesttheirhypothesesthroughoutthe
lesson.

Main idea

Implementing

A.Phase1:Introduction
Carefullyexplaintheexampleand
nonexampleprocess
B.Phase2:ExamplesandHypothesizing
Presentanexampleandanonexampleand
allowstudentstohypothesizeaboutwhat
theconceptmightbe
C.Phase3:TheAnalysisCycle
Presentmultipleexamples&nonexample
oneatatime;studentstestvalidityof
hypothesesbasedonnewinfo;students
articulatetheirreasoningtoenhance
thinkingskills&helppeersunderstand
D.Phase4:ClosureandApplication
Studentsstatetheconcept&applyitto
newexamplestheteacherprovides;relate
concepttorelatedconcepts(conceptmaps)

Main idea

Assessment/Motivation

Assessment
A.FourWaystoTestConceptUnderstanding
DefinetheConceptmostlymeasures
informationrecall
IdentifyConceptsCharacteristicsmostly
measuresinformationrecall
RelateConcepttoOtherConceptshelps
studentsunderstandrelationshipsamongsimilar
concepts
Identify/SupplyNewExamplesofConcept
providesthebestevidencethatstudents
understandtheconcept
Motivation
A.PuzzleLikeStructure
Thestructureofthismodelpromotescuriosity
andeagernesstoparticipate
B.StudentGroupwork
Studentscanbegroupedtogethertoincrease
studentinvolvementandlearningmotivation
C.MetacognitionandSelfRegulation
Thismodelincreasesstudentmetacognitionand
selfregulationbyencouragingstudentstothink
criticallyandtesttheirideas

Main idea

Modifications

A.AdaptingforYoungChildren
Useconcreteexamples,aswellassimple,
familiarconcepts
B.AdaptingtoMembersofCultural
Minorities
Welcomingclimate;workingroups;usehigh
qualityexamples
C.ConceptAttainmentII
Insteadofpresentingexamplesoneatatime,
presentallexamplesatoncetoincrease
hypothesestestingskills.Uselistof
examples/nonexamplestofitthehypothesis
youchose.
D.ConceptAttainmentIII
Startwith2examples.Eliminateexamples
earlier.Studentsformulatetheirown
examplestotesthypotheses.Keepchecking
hypothesisalongtheway.
E.UsingComputerPrograms
Studentspresentedwithahypothesis,which
theyacceptorreject&giveareasonwhy.
Thentheprogramprovidesfeedback.

So what? What is important to understand about this?

Thismodelemphasizescriticalthinkingandpracticewiththescientificmethod.Studentsareabletoarticulatetheirideas,reach
adeeperunderstandingofaconcept,andalsohavefunwiththepuzzlelikestructureofaConceptAttainmentlesson.