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  • Concept Attainment Model-1 Original

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    This model works all K12 and beyond to further their understanding on a PREVIOUSLY KNOWN topic. The rule for this model is: examples MUST illustrate the concept and nonexamples can NOT illustrate the concept. This model also helps develop critical thinking skills.

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    concept attainment model-1 original

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    This model works all K12 and beyond to further their understanding on a PREVIOUSLY KNOWN topic. The rule for this model is: examples MUST illustrate the concept and nonexamples can NOT illustrate the concept. This model also helps develop critical thinking skills.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    51 views1 page

    Concept Attainment Model-1 Original

    Uploaded by

    api-314418210
    This model works all K12 and beyond to further their understanding on a PREVIOUSLY KNOWN topic. The rule for this model is: examples MUST illustrate the concept and nonexamples can NOT illustrate the concept. This model also helps develop critical thinking skills.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    Hierarchic: 4 Main Ideas

    Box frame

    s
    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes
    Name: LeahTabor

    2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

    Date:

    ConceptAttainmentModel

    02/04/2016

    Is about

    ThismodelworksallK12andbeyondtofurthertheirunderstandingonaPREVIOUSLYKNOWNtopic.Thismodelalsohelpsdevelopcriticalthinkingskills.Therule
    forthismodelis:examplesMUSTillustratetheconceptandnonexamplescanNOTillustratetheconcept.
    Main idea

    Theory/Modification

    RootedintheCognitiveLearning
    Theories:
    Peoplewanttheirexperiencesto
    makesense
    Theknowledgelearnersconstruct
    dependsontheirpriorknowledgeand
    experiences
    Thismodelalsohasmany
    characteristicsofPiagetsTheory:
    Disequilibrium>Equilibrium
    Modifications:
    Insteadofgeneratinghypotheses
    themselves,(afterbeingpresented
    withanexampleandnonexample)
    studentswouldbepresentedwitha
    seriesofhypothesesanddecidewhich
    onetoacceptandwhichonestoreject

    Main idea

    Planning

    1)Identifytopic:
    Whatisimportantformystudentsto
    understand?
    Forthismodel,itisimportanttohavea
    topicthatstudentsarealreadysomewhat
    familiarwith
    2)SpecifyLearningObjectives:
    Thismodelwantskidstoelaborate
    understanding,developcriticalthinking,
    andhypothesizewhichfallsunderthe
    SynthesiscategoryofBloomsTaxonomy
    3)Selectexamplesandnonexamples:
    Selectexamplesthatbestillustratethe
    modelaswellasexamplesthatare
    relatableandfamiliartothestudents
    Selectnonexamplesthatelaborateon
    whattheconceptISNT
    4)Sequenceexamplesandnonexamples:
    Examplesshouldbearrangedtogive
    studentspracticeincriticalthinkingand
    hypothesistesting
    Avoidhidinginformationortricking
    students;maximizechallengeand
    opportunity

    Main idea

    Implementation

    1)Introduction:
    Carefulintroductionthatacknowledgesthe
    studentsuncertaintyandworkstoeliminatethe
    anxiety
    2)Examplesandhypothesizing:
    Displayanexampleandnonexampleandallowthe
    studentstohypothesize
    Askguidedquestionstohelpbuildthestudents
    confidenceandunderstanding
    3)Theanalysiscycle:
    Displaytheexamplesandnonexampleinaway
    youseebestfit
    Askthestudentstoanalyzeexistinghypothesisin
    ordertoseeifhypothesesremainvalidwiththenew
    informationandencouragestudentstooffer
    additionalinfothatssupportedbythedata
    Remindstudentsthatallexamplessupportthe
    hypothesisandnoneofthenonexamplescan
    supportthehypothesis
    Afteraconclusionisdrawnaskstudentstoexplain
    whytheybelievewhattheybelieve(putthinking
    intowords)
    Importantnottopassjudgmentonanyhypothesis
    4)ClosureandApplication:
    Closurecanbeconductedafterstudentsreacha
    singlecorrecthypothesis
    Askstudentstoidentifyessentialcharacteristics,
    stateadefinition,etc.
    Givemoreexampleswithfeedbackandaskstudents
    togiveexamplesoftheirown

    Main idea

    Assessment/Motivation

    1)IncreasingMotivation:
    Thismodelishelpfulbecausethey
    areintellectualpuzzlesandstudents
    areintellectuallyandemotionally
    satisfiedaftersolvingthemdueto
    theirchallengingnature.
    Addsvarietytotheclassroom
    Groupworkcaneasilybe
    implementedinthismodeland
    workingwithpeershelpsincrease
    motivationandinvolvement
    2)AssessingLearning:
    Askthemto
    Definetheconcept
    Identifytheconcepts
    characteristics
    Relatetheconcepttoother
    concepts
    Identifyorsupplyexamplesofthe
    conceptnotpreviouslyencountered

    So what? What is important to understand about this?

    Thismodelisdesignedtohelpstudentsdeepenandelaborateunderstandingconceptsinwhichtheyhavesome
    experience.Thismodelishelpfulinprovidingstudentswithpracticeincriticalthinkingandtestingthescientificmethod.

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