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Concept Attainment is a teaching model that is designed to help students of all ages elaborate and reinforce their understanding of concepts and practice critical thinking. Developed by Jerome Bruner developed the idea because it helps students acquire and operate data.

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430 views1 page

Ca Revised

Concept Attainment is a teaching model that is designed to help students of all ages elaborate and reinforce their understanding of concepts and practice critical thinking. Developed by Jerome Bruner developed the idea because it helps students acquire and operate data.

Uploaded by

api-256532643
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Hierarchic: 4 Main Ideas

Box frame

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TM

Makes Sense
Sense Strategies
Strategies
Makes

Name:

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

Darsey Wegrzyn

Date:

Concept Attainment Model (C-A)

January 29, 2015

Is about

Concept Attainment is a teaching model that is designed to help students of all ages elaborate and reinforce their understanding of concepts
and practice critical thinking.
Main idea

Theory

-It is designed to help


students reach two types of
learning objectives: to 1)
elaborate and develop their
understanding of concepts
and to 2) develop their
critical-thinking skills.
- Developed by Jerome
Bruner developed the idea
because it helps students
acquire and operate data.

Main idea

Planning

Four Essential Steps


1) Identify Topics- The teacher
picks topics with background
information and a broad concept
with specific ideas. (Must be
something you can apply the
scientific method to)
2) Specify Learning ObjectivesThe main objective is for the
students to gain the skill s of the
scientific method.
3) Select Examples and NonExamples- C-A is developed
around high-quality examples and
non- examples.
4) Sequence Examples and NonExamples-for any set of examples,
a number of sequences can be
found. They help the students
draw understandings.

Main idea

Implementing

Phase 1: Introduction
-The teacher introduces the lesson
and explains how the activity will
be conducted.
Phase 2: Examples and
Hypothesizing
-Students are presented with an
example and a non-example and
they have to hypothesize possible
labels for the concept based on the
initial example and non-example
Phase 3: The Analysis Cycle
Students change hypothesis based
on the new examples the teacher
presents at this time
Phase 4: Closure and Application
A single hypothesis is defined and
examples are analyzed based on
this new definition.

Main idea

Adaption, Assessment,

-The adaption of this model is based on the


different learning environments. The younger
the students are, the more concrete the
examples need to be. Technology can also be
used as a modification
-We can assess the understanding of concepts
in four ways by asking them to 1) define
concepts, 2) identify the concepts
characteristics, 3) relate the concept to the
other concept, and 4) identify or supply
examples of the concept not previously
encountered.
- Assessing their critical thinking abilities
cannot be done without simultaneously
assessing the learners understanding of the
content
-relies on intrinsic motivation, like curiosity,
and can teach useful skills that include
analytical skills, critical thinking, selfregulation, metacognition, and how to
hypothesize.
--CA II: Teacher gives the students all of the
examples in order to test/prove the hypothesis
-CA III: Students provide their own examples
to test/prove the hypothesis

So what? What is important to understand about this?

It is important for the teachers to use the questions to guide the students to a hypothesis but not tell them. It is highly
important that the students develop critical-thinking abilities and an understanding of the concept through this model.

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