CAM - Content Attainment model ppt for students

Concept Attainment model
B. Education

1. Concept Attainment Model

2. Origin of Concept Attainment Model (CAM) Model was developed by J.S.Bruner, J.Goodrow and George Austine in 1956. Based on the assertion that a human being is endowed with the capacity to discriminate and to categorize things in groups.

3. Families of Models of Teaching ‹#› Information Processing Models Social Interaction Models Personal Development Models Behaviour Modification Models CONCEPT ATTAINMENT MODEL

4. A concept has 5 elements: Concept ……is an abstract idea. …….denotes all of the objects in a given category …..are universal 1. a name: dog 2. examples: Poodle, Collie 3. attributes: hair, 4 legs, tail, barks 4. attribute values (some are essential and some are non-essential) bark is essential; friendly is non-essential 5. Rule -It refers to a final statement specifying the essential attributes of a concept. A correct rule reflects successful utilization of the other elements of a concept.

5. Forms of the Concept Attainment Model (CAM) a) Reception Model of Concept Attainment b) Selection Model of Concept Attainment c) Unorganised Materials Model of Concept Attainment

6. Basic Assumptions of CAM Capacity of concept formation Reducing complexities The thought process of categorisation, concept formation and concept attainment are the same for individuals in different cultures.

7. CAM in terms of elements Focus- is to develop inductive reasoning of the students.

8. Syntax of CAM Phase One: Presentation of Data and Identification of Concept Tr. presents labeled examples Stu. compares attributes in positive & negative examples Stu. generate and test hypothesis Stu. state a definition according to the essential attributes Phase Two: Testing Attainment of the Concept Stu. identify additional unlabeled examples as yes or no Tr. confirms hypotheses, names concept, and restates definitions according to essential attributes Stu. generate examples

9. Syntax contd…… Phase Three : Analysis of Thinking Strategies Stu. describe thoughts Stu. discuss role of hypotheses and attributes Stu. discuss type and number of hypotheses

10. Social System Moderate structure Tr. controls the sequence Stu. interaction is encouraged

11. Principles of reaction Supportive of the students’ hypotheses Create a dialogue Focus attention on specific features of examples Assist students in discussing and evaluating their thinking strategies

12. Support System Positive and negative examples Stress on concept attainment and not to invent new concepts, but attain the concept that have been previously selected by the teacher.

13. Application To teach the concepts through inductive reasoning Different difficult concepts of various disciplines can be learnt easily. Concepts attained can be retained for a longer time.

14. Merits of CAM Development of reasoning Development of imagination Intellectual development Observation Analytical abilities Active participation Self study habit Individual attention No strain Application Demerits of CAM Absent minded Wrong thinking Non participation

15. Effects of CAM ‹#› CAM Nature of Concept Improved Concept Building Strategies Specific Concepts Awareness of Alternative Perspectives Inductive Reasoning Tolerance of Ambiguity Sensitivity to Logical Reasoning in Communication Nurturant effects Instructional effects

16. Post your questions in the discussion forum