Concept Attainment
Strategy Description
Strategy Description
Facts: A verifiable piece of information.
Concepts: A two or more examples that share at least one common trait (a category). The name of the category usually captures the shared trait(s). As new items are added to the category (concept) they must share in the same traits.
Having the name of the concept does not necessarily mean that one has attained the concept. If one can only name the concept, then it is an "empty category". Attainment means being able to name other examples that fit the concept, knowing what the essential attributes are that the example must have to join the category. One probably also knows non-essential attributes that are shared by many of the elements in the category.
Generalizations: Linking together concepts in a sentence or phrase, usually demonstrating how the concepts are connected.
Not all concepts are
alike: Concepts may vary from simple to complex and
from concrete to abstract: simple concrete eeeeeeeeeeeeeee Intermediate eeeeeeeeeeeeeeee complex abstract examples: Mother,chair, drink,
dog, eeeeeeeeeee examples: temperature, biomes,
needs, wants eeeeeeeeeeee examples: democracy, love,
comm-unication, culture, molecular
transformation Learned: by experience, at
home eeeeeeeeeee School based: May be taught at
different levels based on developmental level:
temperature that an toddler needs to know is
different than the science high school
student. eeeeeeeeeee May need sub-concepts to be
developed in order to understand the complexities
of the concept, may take several rounds and years
to thoroughly understand and use. examplars: numerous and varied,
probably arise spontaneously Examplars: need to be well
thought out and appropriate for the age level.
"hands-on" examples are helpful. Usually have a
variety of examples. Examplars: When teaching complex
concepts there may be only one example that is
thoroughly examined. Many times already learned
concepts are contrasted with the new information
e.g. monarchy is learned first and then an example
of democracy is contrasted with a
monarchy.
Planning for Concept Attainment:
- Choose a concept that is a building block for other learning. The concepts should be essential to other learning. A case might be made that without this concept other learning will be inhibited (e.g "equality" in mathematics; "cause and effect" in science; "facts, inferences and reasoned judgments" in social studies, etc.)
- Begin to generate positive examples and negative examples of the concept. The negative examples will be more robust if they are not merely the opposite of the positive examples. As you develop your lists, you need to consider how students may go astray in their thinking and what examples will rule out a false lead. The "no" examples need to chosen as carefuly as the "yes" examples.
- If you can have actual examples (e.g. an actual hotel bill, a diary, a photo of a cave painting etc.) students can handle the materials. They may be more likely to figure out the attributes.
- The object of the lesson is not to just name the concept. You really want them to know the attributes. If someone in the class yells out the answer, it is not all over. Ask why he/she thinks that could be an answer. Consider it as a hypothesis. Invite them to test other examples to see if their hypothesis works.
- Try it out as a trial run on someone before presenting it to the students.
- Use the groans, moans, gasps as a chance to explore what they thought was happening.
EdTe 226
September, 2001