Concept attainment is a model for teaching new concepts that involves students developing their own understanding by analyzing examples and non-examples presented by the teacher. The eight steps of the model are: 1) selecting and defining the concept and attributes, 2) developing examples and non-examples, 3) introducing the process, 4) presenting examples and listing attributes, 5) developing a concept definition, 6) giving additional test examples, 7) discussing the process, and 8) evaluating student understanding. This model works well for abstract or concrete concepts and can be implemented individually or in groups.
Concept attainment is a model for teaching new concepts that involves students developing their own understanding by analyzing examples and non-examples presented by the teacher. The eight steps of the model are: 1) selecting and defining the concept and attributes, 2) developing examples and non-examples, 3) introducing the process, 4) presenting examples and listing attributes, 5) developing a concept definition, 6) giving additional test examples, 7) discussing the process, and 8) evaluating student understanding. This model works well for abstract or concrete concepts and can be implemented individually or in groups.
Concept attainment is a model for teaching new concepts that involves students developing their own understanding by analyzing examples and non-examples presented by the teacher. The eight steps of the model are: 1) selecting and defining the concept and attributes, 2) developing examples and non-examples, 3) introducing the process, 4) presenting examples and listing attributes, 5) developing a concept definition, 6) giving additional test examples, 7) discussing the process, and 8) evaluating student understanding. This model works well for abstract or concrete concepts and can be implemented individually or in groups.
Concept attainment is a model for teaching new concepts that involves students developing their own understanding by analyzing examples and non-examples presented by the teacher. The eight steps of the model are: 1) selecting and defining the concept and attributes, 2) developing examples and non-examples, 3) introducing the process, 4) presenting examples and listing attributes, 5) developing a concept definition, 6) giving additional test examples, 7) discussing the process, and 8) evaluating student understanding. This model works well for abstract or concrete concepts and can be implemented individually or in groups.
Concept attainment is great for presenting brand new
concepts to students, because the main goal of concept attainment is to have students develop an understanding and definition of the concept in their own words. They do this by looking at examples and nonexamples of the content. This model also works well with abstract or concrete concepts. There are eight steps in this model;
1. Select and define a concept and select the attributes: As
part of your preparation for this model you need to develop very specific definition and attributes of your concept. If you have a vague definition then your students understanding will be vague. You can also have binary concepts such as Congruence vs. Similarity to help students develop an understanding of each and what makes each different. 2. Develop Examples and Nonexamples: This step is another part of your preparation for this model. In this step you should create examples and nonexamples of the concept. The presented examples should contain all the essential attributes of the concept. They also should be short. The non examples could include some of the attributes but not all. 3. Introduce the Process to the Students: Carefully explain the goal and the steps to the process. Tell students how many attributes you are looking for if you can and be specific when telling students your target. 4. Present the Examples and List the Attributes: Make sure to list the attributes the students come up with on the board and when they eliminate an attribute then cross it off but don't erase it. The example and non examples can be presented in any order. You can alternate between examples and nonexamples or show them all examples then all non examples. 5. Develop a Concept Definition: Let the students develop a concept definition that includes all the attributes of the concept. 6. Give Additional Test Examples: Show the students more examples and nonexamples to assess the students understanding. You can also let students provide their own examples and have them explain why it is an example. 7. Discuss the Process With the Class: Have the students evaluate the process. Use the steps of self-regulation to have the students assess if they learned anything, why or why not. 8. Evaluate: Use a formative assessment with regard to the concept and the essential attributes to evaluate the students understanding and to practice the new concept. Concept Attainment is great to implement with groups. Have students talk to each other about what they think are the attributes and what they think the concept is. That way students still have a voice and can talk about their understanding even if they dont want to raise their hand. This method would work well with similar triangles, probability, linear functions, and quadratic functions.