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Lesson Plan: Concept Development And Concept Attainment

Lesson Plan: Concept Development And Concept Attainment. Concepts. Conceptual thinking is learned (Vygotsky, Bruner) Concepts are how we structure our reality (Piaget, Bruner at al.) Cognitive misers (Fiske & Taylor) Exemplars, archetypes, stereotypes, labels

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Lesson Plan: Concept Development And Concept Attainment

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  1. Lesson Plan: Concept Development AndConcept Attainment

  2. Concepts • Conceptual thinking is learned (Vygotsky, Bruner) • Concepts are how we structure our reality (Piaget, Bruner at al.) • Cognitive misers (Fiske & Taylor) • Exemplars, archetypes, stereotypes, labels • Concepts are the building blocks of patterns

  3. Concept Development (Hilda Taba) • List as many items as possible that are associated with the topic (brainstorming) • Group items because they are alike in some way (attributes) • Label the groups by defining reasons for the groups • Regroup items or groups into other groups • Summarize and synthesize data to form generalizations (definitions)

  4. Concept Attainment • The teacher may start with the name of the concept (this step can be delayed) • The teacher provides examples and nonexamples of the concept • The teacher may want to explain the conceptual attainment process with the students • Students * identify conceptual attributes (students also may generate labels if not given the name in the first step) • From the examples and attributes, students* develop hypotheses about a concept definition or rule • The students *then eliminate or refine hypotheses that do not account for all of the attributes or test examples • Once a definition or rule has been developed, the relationship of the concept to other concepts should be discussed (conceptual hierarchy) • Discuss the process * With teacher’s assistance

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