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Concept Attainment

Concept Attainment. Jerome Bruner’s Inductive thinking strategy. How many of you have experienced Concept Attainment or applied it in the classroom?.

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Concept Attainment

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  1. Concept Attainment Jerome Bruner’s Inductive thinking strategy

  2. How many of you have experienced Concept Attainment or applied it in the classroom?

  3. All of you have experienced it, the process is what your parents used when you were young … to ‘teach’ you all those ‘concepts’ like dog and truck etc.

  4. Concept Attainment Model is: • Process of identifying or defining concepts (e.g. a “tree”) by finding those attributes that are absolutely essential to the meaning of the concept and disregarding those that are not • Emphasis…it is a PROCESS in constructing a meaningful definition of the concept.

  5. Concept Attainment Model is: • Inductive Method • Students challenged to compare individual facts/ideas/etc. to construct generalities

  6. What is a concept? • Anything that has a label • …and has a definition • …and two or more examples that fit into that definition that have the same attributes that differentiate them from those things that don’t • NOTE: that means most proper nouns are not examples of concepts. (E.G., What do all the David’s or Mary’s have in common that differentiate them from the Bobs or Helens?)

  7. Types of Conceptsfrom Jerome Bruner • Conjunctive - with common attributes -- common juncture • Dysjunctive - without common attributes

  8. Conjuctive Concepts Chair Car Nose Book Planet Cloud Triangle Rainbow Dysjunctive Concepts Rough Smooth Smart Long Love Democracy Symbolism Motivation

  9. Two Types of ConceptsfromBlumer, 1954 • Definitive (like conjunctive in Bruner’s) • Means we have clarity or no confusion (chair, truck) • Sensitizing (dysjunctive in Bruner’s) • Means we have a lack of clarity and we work at getting increasing clarity but usually never really get absolute clarity (justice, love)

  10. Phases of Concept Attainment The Concept • Determine the concept in question

  11. Phases of Concept Attainment The Concept • Determine the concept in question • Create a list of exemplars and non-exemplars • Be careful with this • Decide on the order of presentation • Decide on method of delivery (Pair presentation or entire list)

  12. Phases of Concept Attainment The Concept • Determine the concept in question • Create a list of exemplars and non-exemplars • Be careful with this • Decide on the order of presentation • Decide on method of delivery (Pair presentation or entire list) • Have students discuss attributes that are in common and those that are different • I.e., students propose a hypothesis of the concept that distinguishes the exemplar from non-exemplar • Add more exemplars/non-exemplars • Students test the hypothesis and revise • Narrow attributes

  13. Discuss with your partner: • What attributes are similar between • orange soda and penny? • What attributes are dissimilar? • Develop a hypothesis • What distinguishes the exemplar?

  14. Add next exemplar / non-exemplar Consider attribute analysis and test hypothesis Teacher must use good questioning techniques

  15. What is our concept here?

  16. What (Bloom’s) level of thinking and what type of thinking does Concept Attainment demand? • Bloom’s Level of thinking: Analysis • Type of thinking: Inductive • We see this with this objective: The students will demonstrate they understand the difference between weather and climate. • Can you sense the relationship between Concept Attainment and Venn Diagrams?

  17. Climate, Weather and Concept Attainment • The high temperature today will be 14 degrees • Over the last decade the ice-cap has been receding. • Yesterday we had a tornado. • Each year the monsoons come in the spring. • I have never seen it snow like that before. • We have four seasons every year: spring, summer, winter, and fall.

  18. Two Ways to Present the Data Set • Pair Presentation -- present one YES and one NO example at a time • Simultaneous Scanning -- the students see all the data set at once • Note: the more print, the more likely you show one at a time -- especially for younger children, especially those who lack transitive thinking.

  19. Concept Attainment:Pair Presentation

  20. Concept Attainment: Simultaneous Scanning

  21. Why use Concept Attainment?

  22. It promotes active involvement in the children (I.e. cognitive engagement) • Aligns? With information processing model:

  23. Model Review

  24. Model Review

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