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Concept Attainment

Concept Attainment. Mary Kazue Samantha Jackie Koreen Kristina. The Definition. “Concept attainment is ‘the search for and listing of attributes that can be used to distinguish exemplars from nonexemplars of various categories” (Joyce, Weil and Cahoun, 2000, p.146).

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Concept Attainment

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  1. Concept Attainment Mary Kazue Samantha Jackie Koreen Kristina

  2. The Definition “Concept attainment is ‘the search for and listing of attributes that can be used to distinguish exemplars from nonexemplars of various categories” (Joyce, Weil and Cahoun, 2000, p.146).

  3. Instructional Strategies Step 1 Tell students that they will be puzzle solving to discover a concept. Then briefly describe the process

  4. Step 2 Present paired exemplars (one negative and one positive) one pair at a time. Throughout this process instructor records students’ hypotheses about the nature of the concept.

  5. Step 3 When students’ hypothesizing sufficiently converges on the true nature of the concept, instructor names & clarifies the concept.

  6. Step 4 Instructor tests for concept mastery by presenting some additional exemplars or non-exemplars for students to label “Yes” (it is an example of the concept) or “No” (it’s not an example).

  7. Step 5 Students come up with additional examples based on their new knowledge of the concept.

  8. Positive Exemplar “Education is the gateway to success.” Negative Exemplar “His dreams faded like a lover’s sigh.” Demonstration with iMET Class

  9. Positive Exemplar? Negative Exemplar ? Positive or Negative Exemplar? “All the world is a stage.”

  10. Positive Exemplar? Negative Exemplar ? Positive or Negative Exemplar? “Her hand was as cold as ice.”

  11. Positive Exemplars “Education is the gateway to success.” Incorrect!

  12. Positive Exemplars “Education is the gateway to success.” “All the world is a stage.” Incorrect!

  13. Negative Exemplar “Her hand was as cold as ice.” Correct!

  14. Positive Exemplar “Education is the gateway to success” “All the world is a stage” Negative Exemplar “His dreams faded like a lover’s sigh” “Her hand was as cold as ice” Positive and Negative Exemplars

  15. Write down your thoughts on the attributes of each group. Can you make a hypothesis about the categories? Let’s try one more…

  16. Positive Exemplar? Negative Exemplar ? Positive or Negative Exemplar? “A browser is a doorway to the Internet.”

  17. Correct Positive Exemplars “Education is a gateway to success.” “All the world is a stage.” “A browser is a doorway to the Internet.”

  18. Positive Exemplar “Education is the gateway to success.” “All the world is a stage.” “A browser is a doorway to the Internet.” Negative Exemplar “His dreams faded like a lover’s sigh.” “Her hand was as cold as ice.” Positive and Negative Exemplars

  19. Testing for Concept Mastery • Instructor gives additional examples; students label these “yes” or “no”—metaphor (yes), simile (no). • Instructor then asks students to suggest their own examples of metaphors—This will provide insight as to whether the students have mastered the concept.

  20. Common Questions… • Doesn’t this take more time than just telling students the name and definition of the concept? • Yes, concept attainment takes more class time and planning time. For these reasons, instructors like to save the process for very important concepts with which students tend to have difficulty.

  21. Questions Continued… • Then why do it? • Content mastery increases. • Retention in long-term memory vs short term • Students relish discovery process • More interesting and motivating • Encourages creative and critical, higher-order thinking.

  22. More Questions… • What if they discover the concept too quickly, after one or two pairs? • Don’t know for sure that they’ve discovered the correct concept. • More pairs will continue to refine their understanding • Are there other ways to use the model? • You can give them all the pairs at once (on a handout). This can speed up the discovery process.

  23. ReferencesLinks • www.usask.ca/education/coursework/mcvittiej/methods/conatt.html • http://schools.spsd.sk.ca/DE/PD/instr/strats/cattain/ • www.virtualschool.edu/mon/Academia/Metaphors.htmk • www.saskschools.ca/~techclass/instru/strats/cattain • www.Education.nebrwesleyan.edu/mcdonal/235website/ppt/conattainment/index.htm • www.riverbank.l12.ca.us/rhs/gravity/review/htm • www.lovinlearning.org/imet-final/Concept%Attainment.htm • www.Curriculumfutures.org/instruction/a02-05.html

  24. References Dyer, Jim. (2001). Planning lessons with concept attainment.. February 13, 2003. http://dyer.ifas.ulf.edu/classes/AEE5206/Concept_Attainment/Concept%20Lesson%20Plan.doc. Joyce, B., Weil, M., & Calhoun, E. (2000). Attaining concepts: Sharpening the basic thinking skills. In Modelsof teaching (pp.143-160). Boston, MD: Allyn and Bacon.

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