Tea second session
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TEA Second Session. Steven Camicia, Ph.D. TEAL Utah State University. Group Norms. Concept attainment. Start with a concept. Define critical attributes-What things/qualities must something have to be considered an example of the concept.

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TEA Second Session

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Tea second session

TEA Second Session

Steven Camicia, Ph.D.

TEAL

Utah State University


Group norms

Group Norms


Concept attainment

Concept attainment

Start with a concept.

Define critical attributes-What things/qualities must something have to be considered an example of the concept.

Give examples and non-examples of things that qualify for the concept.

Definition: An example has all of the critical attributes. A non-example lacks one or more of the critical attributes.

Students produce there own non-example of the concept.

Students change the non-example into an example by changing a critical attribute.


Concept attainment1

Concept attainment

Start with a concept.

Define critical attributes-What things/qualities must something have to be considered an example of the concept.

Create a data retrieval chart with critical attributes listed on column heads.

Example of data retrieval chart


Concept attainment continued

Concept attainment (Continued)

  • Give examples and non-examples of things that qualify for the concept.

    • Definition: An example has all of the critical attributes. A non-example lacks one or more of the critical attributes.

    • Write the examples and non-examples in the rows of the data retrieval chart.


Concept attainment continued1

Concept attainment (Continued)

Students produce there own non-example of the concept.

Students change the non-example into an example by changing a critical attribute.


Essential components

Essential components

  • Positive goal interdependence

  • Face-to-face positive interaction

  • Individual accountability/Personal responsibility

  • Interpersonal and small-group skills

  • Group processing


Jigsaw

Jigsaw

  • Assign each student to learn one segment, making sure students have direct access only to their own segment.


  • Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.


  • Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group. 


  • Bring the students back into their jigsaw groups.


Jigsaw continued

Jigsaw (continued)

  • Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.

  • Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.


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