Concept Attainment Model of Teaching

Concept Attainment Model of Teaching

1. Concept Attainment model (CAM ) COURSE A4(b) Module 3 .3 (Strategies for Learning and Teaching Mathematics ) B Ed Special Education – Hearing Impairment/ B Ed Special Education-- Learning Disability University of Mumbai Dr.Amit Hemant Mishal,Associate Professor CCYM’S Hashu Advani College of Special Education https:// www.hashuadvanismarak.org/hacse/introduction.html Dr.Amit Hemant Mishal,Associate Professor 1

2. More About CAM-Strategy Linda Neff  at Northern Arizona University adds that Concept Attainment is a “close relative to inductive thinking (Joyce and Weil 1967:15), (and) focuses on the decision-making and categorization processes leading up to the creation and understanding of a concept .” Neff also explains that there are several advantages to this approach, including learning “how to examine a concept from a number of perspectives, learning how to sort out relevant information”, the benefit of seeing multiple examples of ideas, and maybe most importantly, moving beyond mere concept–definition association . Dr.Amit Hemant Mishal,Associate Professor 2

3. In the concept attainment process, new ideas are introduced–and defined by students–inductively through the “act(s) of categorization” (Bruner, Goodnow , and Austin 1956:244). Students see attributes, examples and non-examples, form theories, and then test those theories against the data given until they are able to able to name the idea . The Concept Attainment process requires learners to focus on attributes, categories, and relationships rather than simply mirroring an idea with a definition. Dr.Amit Hemant Mishal,Associate Professor 3

4. Concept Attainment model (CAM) I nstructional strategy F ounded on works of Jerome Bruner. Built on principle of concept formation Bruner developed a new way of introducing learners to new concepts called Concept Attainment. It can be thought of as game of ‘find the rule.’ Dr.Amit Hemant Mishal,Associate Professor 4

5. Concept Attainment -- ‘backward conceptualizing’ approach --to making sense of new ideas. Teaching strategy characterized (in terms of thinking patterns of the learner) by “a pattern of decisions in the acquisition, retention, and utilization of information that serves to meet certain objectives” (Bruner et al 1956). Louvet in 1988 developed three strategies using the CAM Model oncept Attainment Model: Reception Selection and Organized material strategies . Dr.Amit Hemant Mishal,Associate Professor 5

6. COMPONENTS OF CAM 1. Syntax phase one –- Presenting data to learner (presented in pairs) & identification of concept phase two -- Testing the attainment of concept ---correctly identifying additional unlabeled examples ---generating own examples. phase three, ---Analysis of thinking strategies –analyze the strategies by which they attain concepts/ describe thoughts. Dr.Amit Hemant Mishal,Associate Professor 6

7. 2. Social System – (Pre-Implementation)----Teacher choose concept, selects and organizes, sequences positive and negative examples. 3. Principle of Reaction —(Implementation)-----Teacher needs to be supportive of students guesses. Later , teacher shows support while taking students attention towards analysis of their concepts and their thinking strategies. 4. Support System --- List of positive and negative examples --known beforehand 5. Instructional & Nurturant Effects – Dr.Amit Hemant Mishal,Associate Professor 7

8. Instructional effects ----direct effect of an instruction on students' cognitive, affective and psychomotor domain. Nurturant effects ----indirect effect other than the teacher intends to achieve through the model. With abstract concepts, the strategies nurture an awareness of alternative perspectives, a sensitivity to logical reasoning in communication and a tolerance of ambiguity. Dr.Amit Hemant Mishal,Associate Professor 8

9. The instructional and nurturant effects of Concept Attainment Model are depicted in the following figure. Instructional Effects ________ Nurturant Effects ------------ Dr.Amit Hemant Mishal,Associate Professor 9

10. promotes student learning through -----a process of structured inquiry. helps pupils understand and learn concepts -----by identifying attributes/ key features through a process of analysis, comparison, and contrasting of examples. Two sets of examples are used in this strategy –  Yes/POSITIVE (examples that have attributes of the concept) and No/NEGATIVE (examples that do not have attributes of the concept) examples. Dr.Amit Hemant Mishal,Associate Professor 10

11. Basic Steps 1 . Selecting , define a concept 2. Developing positive and negative examples 3. Introducing the process to the students 4. Presenting the examples 5. L isting the attributes 6. Developing a concept / definition 7. Giving additional examples 8. Discuss the process with the pupils 9. Evaluate Dr.Amit Hemant Mishal,Associate Professor 11

12. Teacher Activity / Planning -- CAM Strategy Choose the concept to developed. ( concept with well-defined attributes . Prepare “ yes/positive ” and “ no/negative ” examples. Some of the yes/positive examples should have a high attribute value (meaning it should be a clear representative of the concept) Dr.Amit Hemant Mishal,Associate Professor 12

13. Implementation---- CAM Strategy Introduce strategy - what you will be doing –what students have to do Teacher can start by saying pupils—I have one concept in my mind………..but I want you to identify the concept. I will throw/write/show some examples .You have to identify the concept . Teacher has to make two columns on the board , title them as “ Yes/Positive ” and “ No/Negative .” Dr.Amit Hemant Mishal,Associate Professor 13

14. Present each example and write them in the appropriate column. One in ‘ Yes/Positive ’ and one in ‘ No/Negative’. In other Words ,teacher should Present the first example by saying, “This is a YES .” Place / Write--- it under the appropriate column. i.e. ______________is a YES Present the example and say, “This is a NO .” Place/Write it under the NO column. i.e._______ is a NO Teacher will have to repeat this process until there are three/four examples under each column— YES & NO Columns Dr.Amit Hemant Mishal,Associate Professor 14

15. Start with three/four examples in each column. You can tell students to observe well. Ask to look at the examples under YES column and discuss how they are alike. (Ask “What do they have in common?” Tell pupils to observe, analyze , compare the examples shown Make a note -----tell them to compare within the group (find similar attributes in the “ yes ” group) and between the groups (find how “ yes ” and “ no ” examples differ from each other). Write the attributes listed by the students on the other side of the board. Dr.Amit Hemant Mishal,Associate Professor 15

16. Next step Add more two/three/four more examples to each column----Yes/No Column. Instruct students to further more minutely look at the the attribute list, polish/ modify attribute list by further---analyzing the additional examples shown/written ( unlabeled examples ) Teacher should ask pupils whether they are able to identify the concept. Teacher should keep saying “not to say aloud ,just let me know if you have identified concept ” Those pupils who have identified the concept can be encouraged to add /generate --more “ yes ” examples to the yes column. At the same time ,teacher should e ncourage other students to examine the examples given by their peers-------to identify the concept. Dr.Amit Hemant Mishal,Associate Professor 16

17. Teachers can motivate, probe ---- to help other students identify the concept. Once identified, help students define it using the list of identified attributes. Additional – Teacher can place/write in bold the HEADING of CONCEPT at the top of the YES column (_____________),similarly for the NO column (Not _________ ). Last step teacher can either present pupils with examples tell them to classify as yes and no or else teacher could tell pupils to suggest more Yes and No examples of the concept along with explanation to it. This will help to further better fixing up the concept in pupils mind and at the same time to test the pupils understanding Dr.Amit Hemant Mishal,Associate Professor 17

18. YES /POSITVE (+) EXAMPLES NO /NEGATIVE (-) EXAMPLES ATTRIBUTES Eg.1 Eg.1 Eg.2 Eg.2 Eg.3. Eg.3. “ “ “ “ “ “ “ “ “ “ “ “ “ “ “ “ IDENTIFY THE CONCEPT USING THE ATTRIBUTES DEFINE THE CONCEPT(CRUDE DEFINITION WITH HELP OF ATTRIBUTES- FAIR DEFINITION- WRITE/STICK/SHOW) YES /POSITIVE (+) EXAMPLES NO /NEGATIVE(-) EXAMPLES ATTRIBUTES Eg.1 Eg.1 Eg.2 Eg.2 Eg.3. Eg.3. Dr.Amit Hemant Mishal,Associate Professor 18

19. Merits/Advantages Learner Centered Strategy Very powerful teaching-learning strategy. Inquiry Based Approach Suitable for all type of learners- Only careful instructions/ grouping/individual level ----accordingly care to be taken. To introduce new concepts more useful Comparatively More useful to teach grammar, science ,math concepts more useful . Even social studies it will be useful depending on the concepts . Dr.Amit Hemant Mishal,Associate Professor 19

20. Learners are active participants ; it engages in formulating a concept More Attention , retention Learning concepts using Maxim known to unknown Learners get opportunity to observe, think , critically analyze , reason out, compare, classify and categorize information It is a strategy which helps learners to examine and understand a concept from multiple perspectives thus even strengthening understanding and retrieval of the concept. Dr.Amit Hemant Mishal,Associate Professor 20

21. All THINKING ABILITIES OF LEARNERS-CHALLENGED –IN CAM Students catch onto the idea before others are able to resolve the concept and then are invited to suggest their own examples, while other students are still trying to form the concept. For this reason, concept attainment is well suited to classroom use because all thinking abilities can be challenged . With experience, children become skilled at identifying relationships in word cards or specimens. With carefully chosen examples, it is possible to use concept attainment about how to teach almost any concept in all subjects.” Dr.Amit Hemant Mishal,Associate Professor 21

22. Demerits 1. Time Consuming 2. All concepts, all subjects not applicable 3. More load on teachers 4. Examples – limitations may arise either at starting stage/later stage. Dr.Amit Hemant Mishal,Associate Professor 22

23. Role of Teacher/Educational Implications 1. Teachers need to plan out which examples will be given first, which later. 2.Teacher need to have list of those examples ready so that accordingly order of examples can be decided /Shared with students . 3.Teacher need to think, plan whether to display examples or write them on board/Sheets of paper/flash cards share ready made worksheet with spaces /give task in groups depends . 4. Teachers can use illustrations, word cards or specimens for -- examples. Dr.Amit Hemant Mishal,Associate Professor 23

24. References: Joyce B. R . , Calhoun. E . , Hopkins. D. (2010). Models of Learning, Tools for Teaching ( 3 rd Edition) . McGraw-Hill Open University Press; 3rd edition Dr.Amit Hemant Mishal,Associate Professor 24