Karen Sullivan Demonstration Model October 19, 2011 Attaining Concepts Chapter 6 Models of Teaching

Class demonstration that I chose to present was the Attaining Concepts Model from the book Models of Teaching by Bruce Joyce, Marsha Weil, and Emily Calhoun. As any teacher, I am always searching for strategies and methods or ways to present and teach new information or build on previous knowledge. As stated on page 115, the concept attainment model is designed to produce long-term learning. This concept requires the teacher to carefully organize data and materials. There should be moderate structure with teacher control, but should allow open dialog. Instructors need to be clear about description of characteristics and definitions. Positive and negative examples are presented, but negative examples are important because they help the students identify the boundaries of the concept (page 115). This concept teaching provides a chance to analyze the students thinking processes (page 111). Students are presented with a task or activity so they may apply or use information correctly. Instructors may observe, If students can do these tasks, then they are probably beginning to attain the concept. Older students might even be asked to write their accounting from the presentation of data to the understanding and on to the application in the activity. As stated on page 124, to summarize the use of this model for teachers: Principles of Reaction: 1. Give support but emphasize the hypothetical nature of the discussion. 2. Help students balance one hypothesis against another. 3. Focus attention on specific features of examples. 4. Assist students in discussing and evaluating their thinking strategies.

My presentation for the class was a lesson about ways to classify and name triangles. I began the presentation as if it was a review of the beginning of the geometry unit, which led to triangles. This concept allowed me, as the teacher, to access students prior knowledge and clarify any misconceptions. Students were allowed to share knowledge and discuss new information. As in my classroom, I enjoy seeing students show interest and participate in the process of sharing and gaining information. In my presentation, the class discussed and completed a note sheet about the different kinds of triangles. Next, we used different size triangles to prove that the sum of three angles of any triangle always equals 180 degrees. With the triangle activity, I noticed several people excited about learning something new and different. That student excitement and interest is the goal for which I strive in my classroom. Most students do not often show much excitement for math. Whenever the topic allows, I am willing to attempt a new method of presentation. I strive to have students interested in and enjoying math. With the readings from this book, listening and participating in classmates presentations, and with my presentation, I found models that I have or will be able to use in my classroom. I dont think all of these models can be used in a math classroom, but some can be used or modified for use. But like so many new ideas or strategies, I find that the challenge of finding the time to prepare and to implement is the most difficult. With all the extra pressures and demands for my time in the classroom, for tutoring after school, notifying parents, and extra paperwork, I find it difficult to make all the changes I would like. I often feel I am stretched, stressed, and exhausted, then, I dont feel I am doing the best for my students. I take my profession of teaching very serious and strive to do it well, but find some outside demands pointless and redundant.