1. A MODEL of TEACHING

2. “Concept attainment requires a student to figure out the attributes of a category that is already formed in another person’s mind…

3. …by comparing and contrasting examples that contain the characteristics of the concept…

4. …with examples that do not contain those attributes.” (Joyce and Weil, 2000, p. 146-47)

5. Step 1 Identify a concept

6. Step 2 Select words that describe the concept

7. Exemplars contain the characteristics or attributes of the concept.

8. FRIEND nice sharing listener

9. Concept = Friend Positive exemplars: nice sharing listener

10. Step 3 Select words that do not describe the concept

11. Negative exemplars do not have the attributes of the category friend.

12. Negative exemplars spinach stranger table

13. Step 4 Present the words in pairs to the students

14. Step 5 Ask students to compare words in yes column to determine what they have in common

15. Step 6 Present exemplars until most students have grasped the concept

16. Step 7 Ask students to share ideas concerning the concept and how they arrived at it

17. Step 8 Provide more exemplars and/or ask students to generate positive exemplars

18. Step 9 Ask students to describe their thinking as they arrived at this concept

19. Step 10 Provide a homework activity to reinforce the concept

20. Other thoughts about concept attainment Can be utilized with students of all ages and grade levels

21. Other thoughts… With older students, more complex concepts can be utilized and further analysis of thinking strategies can occur

22. Other thoughts… Helps students become more efficient in attaining concepts

23. Other thoughts… An excellent evaluation tool; teachers can determine whether important ideas have been mastered

24. Other thoughts… Researchers support the use of this model