Powerpoint Presentation- Concept Attainment Strategy

“We must learn to tailor our concepts to fit reality,
instead of trying to stuff reality into our concepts”
-Victor
Daniels
https://courses.lumenlearning.com/olemiss-education/chapter/concept-attainment/?fbclid=IwY2xjawH9yFBleHRuA2FlbQIxMAABHS8i0hFIA1W9B6MBCn0eRKPVkWTiJnOgV
WmbSZGNg08BH0vJOrqz28pCVw_aem_mYAOlZuxSmla3bKCd8uCMQ

What is Concept Attainment?
• A constructivist teaching model based
on Jeromes Bruner’s work (1956)
• Helps students determine the
attributes of a concept by comparing
and contrasting examples.

What is Concept Attainment?
Encourages structures inquiry, allowing
students to:
• Distinguish between relevant and
irrelevant information.
• Observe, classify, and hypothesize.
• Connect new concepts with prior
knowledge.
• Think inductively.

Teacher’s Role in Concept
Attainment
• Provide examples and non-examples.
• Record students responses and
observations.
• Ask probing questions to guide
students in their analysis

Goals of Concept Attainment
• Enhance long-term learning
• Develop inductive reasoning and
analytical skills.

Concept attainment is another instructional strategy
anchored to the constructivist learning theory. In this
strategy, the concept is not directly taught to
students. Instead, the students understand and learn
concepts by identifying common attributes through
comparison and contrast of examples and non-
examples.
https://issuu.com/ctu_sanfran/docs/teaching_math_in_the_intermediate_grades/55

Why use
Concept
Attainment?
Students attend to
similarities and
differences of
objects, words,
pictures, numbers,
and phrases which
can strengthen
their connections to
prior knowledge.
https://www.learnalberta.ca/content/ieptlibrary/documents/en/is/concept_attainment.pdf

Why use
Concept
Attainment?
Encourages
students to
observe, classify,
categorize, and
hypothesize.

Why use
Concept
Attainment?
·Encourages
students to build
their understanding
and subject-area
vocabulary.

(1) presentation of examples and non-
examples,
(2) listing of common attributes,
(3) adding student-given examples,
(4) defining the mathematical term, and
(5) checking of understanding.
5 simple steps in the concept attainment strategy

Steps in
Concept
Attainmen
t
Presentation of Examples
and Non-Examples
Alternately give examples and
non-examples. The students
should be able to guess some
common attributes based on
the examples alone so non-
examples are given to confirm
their guesses.

Steps in
Concept
Attainmen
t
Listing of
common attributes
List the common attributes
given by the students. This may
be done as a whole class or by
pairs or traits first. Some listed
attributes may later on crossed-
out as the listing of examples
and non-examples go on.

Steps in
Concept
Attainmen
t
Adding student-given
examples
Ask students to provide their
own examples based on the
listed attributes. Then confirm
whether their suggestion is
indeed an example. Based on
the students' answers, some of
the attributes may be revised to
make them clearer for the
students.

Steps in
Concept
Attainmen
t
Defining the
mathematical term
Help the students come up with
a word or phrase for the
concept. The exact term may
not come from them, especially
when it is too technical (e.g.,
polyhedron), but the etymology
of the word may be derived
from them (e.g., many
polygonal faces).

Steps in
Concept
Attainmen
t
Checking of
understanding
To verify that the students have
understood the concept, give
them a list and ask them
whether each item on it is an
example or a non-example.

Example

Tips for Supporting students
• Start with a completed example that students are
familiar with to highlight similarities and differences.
Have students identify the essential attributes.
• Model the process before having students work on their
own or in small groups.
• Use concrete objects or pictures for examples and non-
examples.
• Use partially completed examples, having students add
words, phrases, or pictures that explain the rules.

Tips for Supporting students
• Ensure students have time to process the information
provided before being asked to respond.
• Have students vote on the attributes using visuals or
through physical movement (e.g., voting paddles, hand
signals, moving to a different part of the room to vote
yes/no or for example or non-example).
• Use a student’s augmentative communication device to
express ideas about what is the same and different.

References:

Powerpoint Presentation- Concept Attainment Strategy

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