|
eeeee
|
Fully Developed
|
Satisfactory
|
Weak Development
|
|
Choice of Concept for
development in Concept Attainment
|
The concept is clearly a
building block in the area of study and is
necessary for students to understand subsequent
materials. The concept was chosen because it has
caused learners confusion in the past however it is
a developmentally appropriate concept.
|
Concept is a necessary part of
the curriculum.
|
Concept seems "easy" with either
one attribute or obvious attributes. Seems likely
that students would either already know the concept
or would learn it easily in the context of learning
without the use of the concept attainment
model.
|
|
Examplars
|
Multiple examplars, both
positive and negative. Exemplars are juxaposed to
help students discover the significant attributes,
clear order of presentation; solid, clear examples
are offered first. "Iffy" examples are saved for
later in the strategy and are pondered over and
offer clarification of the concept. Complete set of
exemplars which reflect all of the critical
attributes.
|
Solid examples, predictable
outcomes (the set may based on single attributes),
numerous exemplars are offered, order of
presentation is clear.
|
Some of the exemplars lack
clarity, unclear choices, exemplars may not
illustrate the most critical attributes, order may
be unclear.
|
|
Statement of essential
attributes and name
|
Teacher and students clearly
state the attributes that are essentials. Recorded
on the board or chart, more than one way for the
students to see the attributes (orally, written
etc.) Specific name is given.
|
Teacher states the attributes
and name. Students may or may not.
|
Confusion over the specific
attributes. Full set may not be present.
|
|
Student generation of other
examples
|
Students are asked to generate
other examples. Students may be asked to
individually record and support their
answers.
|
Generation of examples in a
group setting. The group understands, individual
examples may not be present.
|
A few examples generated or
suggested, little discussion
|
|
Students examine thinking
processes, metacognition
|
Students are asked metacognitive
questions, explore their thinking, make
applications to other instances.
|
Metacognition briefly
explored.
|
Maybe absent or confusion over
the idea of thinking about thinking.
|
