Page 1 A MODEL of TEACHING
Page 2 “Concept attainment
requires a student to figure out the attributes of a category that is already formed in another person’s mind…
Page 3 …by comparing and contrasting examples that contain the characteristics of the concept…
Page 4 …with examples that do not contain those attributes.” (Joyce and Weil, 2000, p. 146-47)
Page 5 Step 1
Identify a concept
Page 6 Step 2
Select words that describe the concept
Page 7 Exemplars
contain the characteristics or attributes of the concept.
Page 8 FRIEND
nice
sharing
listener
Page 9 Concept = Friend
Positive exemplars:
nice
sharing
listener
Page 10 Step 3
Select words that do not describe the concept
Page 11 Negative exemplars
do not have the attributes of the category friend .
Page 12 Negative exemplars
spinach
stranger
table
Page 13 Step 4
Present the words in pairs to the students
Page 14 Step 5
Ask students to compare words in yes column to
determine what they have in common
Page 15 Step 6
Present exemplars until most students have grasped
the concept
Page 16 Step 7
Ask students to share ideas concerning the concept and
how they arrived at it
Page 17 Step 8
Provide more exemplars and/or ask students to
generate positive exemplars
Page 18 Step 9
Ask students to describe their thinking as they
arrived at this concept
Page 19 Step 10
Provide a homework activity to reinforce the concept
Page 20 Other thoughts about concept attainment
Can be utilized with students of all ages and grade levels
Page 21 Other thoughts…
With older students, more complex concepts can be utilized and further analysis of thinking strategies can occur
Page 22 Other thoughts…
Helps students become more efficient in attaining concepts
Page 23 Other thoughts…
An excellent evaluation tool; teachers can determine whether important ideas have been mastered
Page 24 Other thoughts…
Researchers support the use of this model