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Lesson 9-Math301

CONCEPT ATTAINMENT Concept Attainment is a teaching strategy created by Jerome Bruner that encourages critical thinking and involves a teacher giving students a group of pictures or words and asking them to decide what the pictures or words have in common.

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Ferly Jane Cap-atan
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781 views12 pages

Lesson 9-Math301

CONCEPT ATTAINMENT Concept Attainment is a teaching strategy created by Jerome Bruner that encourages critical thinking and involves a teacher giving students a group of pictures or words and asking them to decide what the pictures or words have in common.

Uploaded by

Ferly Jane Cap-atan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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LESSON 9

CONCEPT
ATTAINMENT
REPORTED BY:
FERLY JANE C. CAP-ATAN
Objective
Plan a lesson plan that applies concept
attainment strategy.
Introduction
The inductive learning in the previous lesson is most useful
in discovering rules. In mathematics, students do not only study
rules, but they also need to remember and understand many
definations of terms. For better, retention it is best for students to
discover the meaning of the different mathematical
termenologies that they encounter. the concept attaunment
strategy is useful for this purpose.
Think
What is the concept attainment strategy in teaching math?

Concept Attainment is a teaching strategy created by Jerome Bruner that


encourages critical thinking and involves a teacher giving students a group of
pictures or words and asking them to decide what the pictures or words have in
common.
Concept attainment is another strategy anchored to the constructivist
learning theory. The concept is not directly taught to the students, instead the
students understand and learn the concepts by identifying common attributes
througth comparison and contrast of examples and non-examples.
Concept attainment is used in understanding meanings, it is often applied
in English vocabulary lessons.
5 simple steps in the Concept Attainment
strategies

1. Presentation of examples and non-examples


2. listing of common attributes
3. 1,450 2,250examples 1,780
adding student-given
Add your title Add your title Add your title
4. defining the mathematical term
5. checking of understanding
1. Presentation of examples and non-
examples
Alternately give examples and non-examples.
Students should be able to guess some common attributes based on the
exampls alone so non-examples are given to confirm their guesses.
2. Listing of common attributes
List the common attributes given by the students. This may be done as a
whole class or by pairs or traits first. Some listed attributes may be later
on crossed out as the listing examples and non-examples go on.
The term “attribute” in the context of math means the traits or the
properties of a shape or an object.
3. Adding student-given examples

Ask the students to provide their own examples


based on the listed attributes. Then comfirm
whether their suggestion is indeed an example
based on the students answers, some of the
attributes may be revised to makes them clear for
the students.
4. Defining the mathematical term
• Help the students come up with a word or phrase for the
concept. The exact term may not come from them, especially
when it is too technical (e.g., polyhedron), but the etymology of
the word may be derived from them (e.g., many polygonal faces).
5. Checking of understanding
• To verify that the students have understood the concept, give
them a list and ask them whether each item on it is an example or
a non-example
1. It is teaching strategy anchored to the constructivist learning
theory.
2. Who created the concept attainment?
3-7. What are 5 simple steps in the Concept Attainment strategies?
8. It is the context of math means the traits or the properties of
a shape or an object.
9-10. Draw an example of shapes that is an Example and
Non-example.

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