facts that do not have 10 as the answer) i.e. 646, 3+3, 12-4, 3X3, 4X4, 16-5, 6X2, 34446, 2+(2X3), 16-10 Designate one area of the chalkboard for the positive examples and one area for negative examples. A chart could be set up at the front of the room with two columns — one marked YES and the other marked NO. Present the first card by saying, “This is a YES.” Place it under the appropriate column. i.e. 5+5 is a YES Present the next card and say, “This is a NO.” Place it under the NO column. i.e. 6+6 isaNO Repeat this process until there are three examples under each column. Ask the class to look at the three examples under the YES column and diarnins haus thay ara alia fia £26 14.4What are Concepts? * Concepts, according to Jerome Bruner (1966), are the formation of any group of category: * Itcan be a word o symbol that represent any group or class + Vygosthy (1986) commented “\ word does not refer to a single object, but to ach words is therefore already a a group of to a class of objects generalization." (p. 6) + A concept should have more than one examples that share common essential attributes, More definition: + Munn defines concept as “the process which repre: a commonness in different things or events” (1967, 350). * Deceeco (1968) defines concept as “a class of stimuli which have common characteristic: nnison (1980) defines concept as “the group of specific things, symbols, or events having similar characteristics and can be denoted by specific name or symbols Types of Concepts * Abutract (intelliyence, love, happiness, geavity, culture, etc.) oF Conerete (book, phone, house, wind, plant) * Primary- not dependent on other concepts (rock, language, economy) or Secondary — dependent on other concepts (soil, Amharic, mixed economy)Types of Teaching Model Jaycee and Wail (1986) grouped all the teaching models into four broad categories. These are - Information Processing Models. * Social Interaction Models. Personal Development Models, Behavior Modification Models,Tere VMN TCs tt} The model has moderate structure the teacher control the sequence but open dialogue in the later phases student interaction encouraged. It tells about the role of teachers and students. The role of Teacher Selection of concept Design appropriate positive and negative examples LOiioteselepenlosl Mu meatal oc lets) Car Selection of additional material (lebelling) = Providing clues or prompt DIB e lols aii ere B mca myelin ty Role of Sudents = Follows the instructions of teachers = Filling the worksheet (formulation of hypothesis writing attributes of concept lebeling of unlablled examples)Concept Attainment, a close relative to inductive thinking Joyce and Weil 1967:15), 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" (Bruner, Goodnow, and Austin B 1956:244).Merits of Concept Attainment Model © It is helpful in developing the power of imagination of the students. ® It helps students to analyses things systematically and development of reasoning power of the students. Limitations of Concept Attainment Model ° The concept attainment model ignores the ‘social interaction, matrix of the classroom situation. It decries expository teaching.Features of the Concept Attainment Model It ean be done with the whole class; no need of forming small groups. * Itts applicable across ALL grade level, ALL. content areas; also works BOTH for advanced students and students that are laygeing behind academically, DAM can be designed to involve ALI. levels af thinking in Bloom's taxonomy. ‘The CA strategy focuses on the meaning of understanding of a concept rather than ‘on what the concept is called. 11s an insteuchonal steutepy used to promote eritieal inquiry, reasoning skills, and higher-level thinking, Steps in the Concept Attainment Model * Steps to be completed by the teacher prior to instruction: 1. Sclet and define a concept 2. Select the attributes 3. Develop positive and negative examples tatany other discriminable units. In phase two, the students test their attainment of the concept, first by correctly identifying additional unlabeled examples of the concept and then by generating their own examples. In phase three, students begin to analyze the strategies by which they attain concepts. Diagram 1 Syntax of the Concept Attainment ModelAdvantages: ehelps make connections between what students know and what they will be learning elearn how to examine a concept from a number of perspectives elearn how to sort out relevant information extends their knowledge of a concept by classifying more than one example of that concept estudents go beyond merely associating a key term with a definition econcept is leamed more thoroughly and retention is improved SFVINCI MIVBUA AND EXTA RAL 2012-13Support system Requirement of the lesson for the concept attainment PleRi te etome mila ee lem yi han eee etl eRe aorta tec Le (UTareL Le) should be known before hands and attribute visible) = Requirement of the media for presenting the examples Blackboard for recording the attribute describe by the evantConcept Attainment Model (CAM) ° The CAM was developed from the work of Jerome Bruner, Jacquline goodnow and George Austine. It comes under the category of Information Processing Models. It is also known as. Bruner’s Concept Attainment Model. CAM is a teaching strategy to teach concepts. What is Concept Attainment ? Concept Attainment is An indirect instruction strategy that uses a structured inquiry process.cteachthought WE GROW TEACHERS = Ask the class to look at the three examples under the YES column and discuss how they are alike. (i.e. 5+5, 11-1, 2X5) Ask “What do they have in common?” = For the next tree examples under each column, ask the students to decide if the examples go under YES or NO. At this point, there are 6 examples under each column. Several students will have identified the concept but it is important that they not tell it out loud to the class. They can however show that they have caught on by giving an example of their own for each column about how to teach. At this point, the examples are student- generated. Ask the class if anyone else has the concept in mind. Students who have not yet defined the concept are still busy trying to see the similarities of theElements of Concept Bruner has discussed the five elements of concepts. These are - Name Examples Attributes ° Attribute values ° Rule Variations of the Model There are three variations of the model. These are - » Reception Model. * Selection Model. ° Unorganized Material Model.Functions of Teaching Model + Teaching models help teachers in choosing appropriate strategy, technique and material for teaching. * Teaching models are directly related with the behavior change among the student. * They help in teacher-student interaction. Elements of Teaching Model A teaching model has six fundamental elements, These are- * Focus. © Syntax. * Principles of reaction. * The support system * The social system. * Application context.“werner FE See ew i ney can nowever snow tnat tney nave caught on by giving an example of their own for each column about how to teach. At this point, the examples are student- generated. Ask the class if anyone else has the concept in mind. Students who have not yet defined the concept are still busy trying to see the similarities of the YES examples. Place at least three more examples under each column that are student-generated. = Discuss the process with the class. Once most students have caught on, they can define the concept. Once they have pointed out that everything under the YES column has an answer of 10, then print a new heading at the top of the column (10 Facts). The print a new heading for the NO column (Not 10 Facts).” image attribution Beyond Monet/Barrie Reannat/Carol Rolheicer’ How Ton Teach WithTypes of Concepts happiness, ger se, wind, plant) * Abstract (intelligence, lov Concrete (book, phone, * Primary- not dependent on other concepts (rock, language, economy) or Secondary — dependent on other concepts (soil, Amharic, mixed economy) + Structured — meaning same for all (science related concepts) or Unstructured- meaning different for different people (social science related concepts) EXAMPLES OF CONCEPT: 2 e!” “body.” adjective,” “democra © ent” “ee ” “vertebrates” ‘cognition” “money” “metaphor “et leyory” “discovery” “imperialism” “slavery” “freedom” Int ‘emotion, tc. Two Types of Attributes * Aconcept is defined by its attributes—distinguishing features of an object or idea. * ‘Two kinds of attributes: + Eesential attribute — the feature/quality that defines an object/item as belonging to the category of a certain conceptSe od Rad very boringand monotonous 10 students. The concept attainment made! can involve grouping Se eee Sea1. EDUCATIONAL TECHNOLOGY —MANGAL AND MANGAL crbd.com 3. Bruner, J.S., Goodnow, J.J. & Austin, G.A. (1956) A Study of Thinking. Chapman & Hall, Limited. London. 4. Ic.spsd.sk.ca/de/pd/instr/strats/cattain/index. htm! SOR oathen be recorded. (e)Instructional and Nurturant Effects Concept Attainment Model is designed for instruction on specific concepts and on the nature of concepts. With abstract concepts, the strategies nurture an awareness of alternative perspectives, a sensitivity to logical reasoning in communication and a tolerance of ambiguity. The instructional andConcept Attainment vs Scientific Inquiry ModelFundamental elements of Concept Attainment Model ° Focus: In practice, the model works as an inductive model designed to teach concept through the use of example. The three variations of model have the common target. Principles of reaction: It guide the teacher's response of the learner, * Support system: Concept attainment lessons require that positive and negative exemplars be presented to the students. Social system: In the CAM, the teacher is the controller of the situation. The three major functions of the teacher are to record »prompt and present additional data.ee TT! & Kat Conclusion ‘odel is the best teaching strate ee Rca iran oe ieee tit tie a nna ae* Steps to be completed by the teacher prior to instruction: |. Select and define a concept 2. Select the attributes }. Develop positive and negative examples Steps... (Cont'd) * Steps to be applied during instruction Introduce the process to the students Present the examples and list the attributes Develop a concept definition Give additional examples Dies, the process with the class Step 1— Select and Define a Concept * Use this model to teach concepts that have clear criterial attributes, eg. part of speech, classification system in biology, abstract concepts in physics such asDee ge etna students recording data to organize ea es Ce as serene ete | Coe re ea oflearning. It includes engagement, Dee eee rain all whitch are eritieal factors in the Jeurning process. These facters ure ea aire Nita nay erates nn6.11. Conclusion: Models approach of teaching has many advantages which have revolutionized the theory and practice of teaching. A number of researches have been conducted on concept attainment model, which have shown model approach in teaching is more effective technique in the learning process. The present study is also one of them, which shows concept attainment model is the effective method in comparison with the conventional method. So by all these observations, we can conclude that this study by saying Concept attainment model is an effective method of teaching. The conclusions emanating from the study have important implications for day-to-day classroom teaching. ‘Model Approach” to the teaching of science may be introduced for the benefit of the students and teachers.eee ee UTR | treSpecific conceptConcept of Teaching Model * Teaching model is a kind of detailed plan of teaching a lesson that could lead to effective learning. Definition of Teaching Model * According to Joyce and Weil (1972) “Teaching model isa pattern or plan which can be used to shape a curriculum or course to select instructional materials and to guide a teacher's actions.”Principle of Reaction Teacher wants to supportive to students hypotheses eC OG ater Weegee oc ey usa lly Bn pee Lee Remit teal sale Blt R Cian std iat. Bee ee ed eel oc Road prApplications of CAM in the classroom situation * This model can be used teaching of language, grammar, science and fundamentals of mathematics. * This model is also an evaluation tool. * The model can be used with students of all grades. Conclusion * CAM hasa great relevance for teachers who intend to improve the instructional system. This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.feet Peet enema teed teen Tew cri Preto’ Selection Modd Reception Model ‘Teacher presents © Teacher presents labeled unlabeled examples. cxamples(both positive and Students inquire which negative) examples are positive ones. © Students compare the Students generate and test attributes, in positive and hypotheses negative attributes. * Studentagenerate and test hypotheses. + Students name the concept, state definition Students identify additional unlabeled example. Students generate examples. ‘Teacher confirms hypothesis names concept. Students describe thoughts, Students discuss type and number of hypothesesCOMPONENTS OF CONCEPT ATTAINMENT MODEL (a) Syntax In Concept Attainment Model phase one involves presenting data to the learner. Each unit of data is a separate example or non-example of the concept. The units are presented in pairs. The data may be events, people, objects, stories, pictures or any other discriminable units. In phase two, the students test their attainment of the concept, first hy correctly identifying additionalExamples Of Concept Attainment Also from California Lutherhan University, the following is an example of how to Teach Concept Attainment in math. « “First the teacher chooses a concept to developed. (i.e. Math facts that equal 10) = Begin by making list of both positive “yes” and negative ” no” examples: The examples are put onto sheets of paper or flash cards. = Positive Examples: (Positive examples contain attributes of the concept to be taught) i.e. 5+5, 11-1, 10X1, 3+4+4, 12-2, 15-5, (4X2)+2, 9+1 = Negative Examples: (for examples choose facts that do not have 10 as the answer)Definition * How do you define “Concept”? —_—_ ILI Why do we want students to “attain” concepts? * Knowing a word and its definition does NOT guarantee that students thing” * High school students may think there w no one living in the American continents before Columbus “discovere "America. * University students may understand research as “ people said.” * Concepts are building blocks of understanding, EEE What are Concepts? cporting what other ' really know the concept. || * A child may call a neighbor's dog “cat” because “itis a four-legged furry * Concepts, acconling to Jerome Bruner (1966), are the formation of any group or category, * Itcan bea word of symbol that represent any group or class. (1986) commented “A word does not refer to a single object, but to a.group or to a class of objects. Each words is therefore already a gencralization.” (p. 6) + A concept should have more than one examples that share common essential attributesRenee eetcommunication and a tolerance of ambiguity. The instructional and nurturant effects of Concept Attainment Model are depicted in the following figure. Diagram 2 Instructional and Nurturant Effects of CAMLege Ed Se ered See ee ee model supports many ways of ete eee ay Deedee aliases eee ered ‘cues and questioning ta activate learning walle allowing students to practice mastering skills,