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  • Ed-311 Concept Attainment Model

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    Concept Attainment is a teaching model designed to help students of all ages elaborate and reinforce their understanding of concepts. This model would be very effective in a science class because it easily fits the scientific method, particularly hypothesis testing. Assessment Two major outcomes from this model: first, a deeper and more elaborate understanding of concepts. Second, increases critical thinking.

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    Concept Attainment is a teaching model designed to help students of all ages elaborate and reinforce their understanding of concepts. This model would be very effective in a science class because it easily fits the scientific method, particularly hypothesis testing. Assessment Two major outcomes from this model: first, a deeper and more elaborate understanding of concepts. Second, increases critical thinking.

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    © All Rights Reserved
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    19 views1 page

    Ed-311 Concept Attainment Model

    Uploaded by

    api-314997078
    Concept Attainment is a teaching model designed to help students of all ages elaborate and reinforce their understanding of concepts. This model would be very effective in a science class because it easily fits the scientific method, particularly hypothesis testing. Assessment Two major outcomes from this model: first, a deeper and more elaborate understanding of concepts. Second, increases critical thinking.

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    © All Rights Reserved
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    of 1

    Reading: Phonemics

    Box frame

    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes
    Name: Jacob Rogers

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

    Date:

    ConceptAttainment

    2/4/2016

    Is about

    TheConceptAttainmentmodelisateachingmodeldesignedtohelpstudentsofallageselaborateandreinforcetheirunderstandingofconceptsand
    practicetheircriticalthinking.Thismodelwouldbeveryeffectiveinascienceclassbecauseiteasilyfitsthescientificmethod,particularlyhypothesis
    testing.

    Theory

    Theorycomepartiallyfromthecognitive
    learningtheory
    Theknowledgelearnersconstructdepends
    ontheirpriorknowledgeandexperiences.
    Socialinteractionandtheuseoflanguage
    facilitatelearning.
    Learningrequirespracticeandfeedback.
    SeemslinkedtoPiagetsstagetheory
    becausestudentsmusthaveabackground
    knowledgetobeabletolearnadeeper
    understandingofaconcept.
    CanalsobelinkedtoVygotskyifusing
    groupwork,orusingsocialinteractionto
    gainadeeperknowledge.

    Assessment

    Twomajoroutcomesfromthismodel:
    First,adeeperandmoreelaborate
    understandingofconcepts.Second,
    increasescriticalthinking.
    Askstudentsto:
    Definetheconcept.
    Identifytheconceptscharacteristics.
    Relatetheconcepttootherconcepts.
    Identifyorsupplyexamplesoftheconcept
    notpreviouslyencountered.
    Canbeassessedbyessayquestions,
    standardpaperandpenciltests,and
    matchingcharacteristics.

    Planning

    IdentifyTopics
    Identifyatopicbelievedtobeimportantfor
    studentstounderstand.
    SpecifyLearningObjectives
    Helpingstudentsdefineandelaborate
    conceptsandcomparetherelationships
    amongthemaswellasgivingpracticewith
    criticalthinkingbyformingandtesting
    hypotheses.
    Selectexamplesandnonexamples
    Selectexamplesthatbestillustratethe
    characteristicsoftheconcept.
    Sequenceexamplesandnonexamples
    Examplesshouldbearrangedsostudents
    aregivenasmuchpracticeaspossible.

    Modification

    Createmoreconcreteexamplesforyounger
    students.
    Introducethismodelwithafamiliaridea
    thisfirstcoupleoftimesyouusethemodel
    toyoungerstudents.
    Highqualityconcreteareessentialtoall
    studentsofculturalminorities.
    Groupscanalsobeeffectiveforminority
    students.
    Computerprogramscanalsobeutilizedfor
    moreeffectiveexamplesand
    understanding.

    Implementing

    Phase1:Introduction
    Gainstudentsattention.
    Carefulintroductionsothatstudents
    becomecomfortablewiththeprocess.
    Phase2:ExamplesandHypothesizing
    Displayanexampleandnonexampleand
    askthestudentstohypothesizewhatthey
    believetheconceptis.
    Phase3:TheAnalysisCycle
    Displayexamplesandnonexamplesinthe
    mosteffectivewaytoelaborateaconcept.
    Allowstudentstoanalyzetheexisting
    hypothesistoseeifitisstillvalid.(Dont
    judgehypothesis)
    Phase4:ClosureandApplication
    Studentsidentifytheessential
    characteristicsoftheconcept,statea
    definition,andlinkrelatedconcepts.

    Motivation

    ConceptAttainmentlessonscanbe
    motivatingbecausestudentsaresolvinga
    puzzle.
    Addingavarietyofclassroomactivities
    canalsoresultinincreasedmotivation.
    Groupworkisalsousedtopromote
    motivation.Ingroups,studentsare
    interactingwitheachotherandbecoming
    morestudentcentered.

    So what? What is important to understand about this?

    Thismodelisgreatforhelpingstudentsunderstandandelaboratetheirknowledgeofaconcept.Itisalsogreattoemphasizecritical
    thinking.Thismodelismostusefulinscienceclassesthatdealwiththescientificmethodbutcouldbeusedforotherclassesaswell.

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