1. Concept Attainment Inquiry Lessons

2.  Is used to teach concepts, patterns and abstractions  Brings together the ideas of inquiry, discovery and problem-solving

3. Direct  Objective: To teach facts and rules  Teacher reviews previous day’s work  Teacher presents new content  Teacher provides opportunity for guided practice  Teacher provides feedback and corrections  Teacher provides opportunity for independent practice  Teacher provides regular reviews and re-teaches unlearned content Indirect  Objective: To teach concepts, patterns and abstractions  Teacher begins with an advance organizer  Teacher focuses student responses using induction or deduction  Teacher presents examples and non-examples  Teacher draws from students’ experiences  Teacher uses questions to guide discovery  Teacher moderates discussion to firm up and extend generalizations

4.  Gain attention  Inform learner of the objective  Stimulate recall of prerequisite learning  Present stimulus material  Elicit desired behavior  Provide feedback  Assess the behavior

5. A movement where lessons are designed and sequenced to encourage students to use their own experience to actively construct meaning that makes sense to them, rather than acquiring understanding by having it presented in an organized format

6.  Includes an-depth study of a limited number of important topics  Requires higher-order thinking skills that ask students to gather information in non-routine applications  Uses authentic assessment to evaluate student progress

7. Inductive A thinking process used when a set of data is presented and students are asked to draw conclusions, make generalizations or develop patterns of relationships from the set of data Deductive A thinking process that proceeds from principles or generalizations to their application in specific instances

8. Induction Starts with a specific observation of a limited set of data and ends with a generalization about a much broader context Deduction Proceeds from principles or generalizations to their application in specific contexts. It is the testing of a generalization to see if it holds in specific instances

9. Inductively  Teacher presents specific data from which a generalization can be drawn  Students are shown examples and nonexamples containing a generalization  Each student is allowed uninterrupted time to observe or study data that illustrates a generalization Deductively  Teacher introduces the generalization  Teacher reviews facts or rules needed to form a generalization  Students raise a question, pose a hypothesis or make a prediction  Data, events, materials or objects are gathered ad observed to test a hypothesis  Results of the test are analyzed and a conclusion is made as to whether the prediction is supported by the data

10. Developed to teach key concepts that serve as foundations for higher-level thinking and to provide a basis for mutual understanding and communication

11.  Jean Piaget – humans are always striving to make sense of their environment and as they develop they depend more on abstract thinking  Jerome Brunner – as children grow they learn to depend more on symbolic modes of representation  David Ausebel – children need concept maps to help them visualize abstract concepts  Howard Gardner –human beings are intelligent in eight different ways

12. Involves the process of constructing knowledge and organizing information into comprehensive and complex cognitive structures

13. Involves putting things into a class and then being able to recognize members or attributes of that class

14.  They can be placed into categories  They are learned through examples and nonexamples  They are influenced by social context  They have definitions and labels  They have critical attributes

15.  Labels and definitions permit mutual understanding and communication with others about the concept  They are prequisites for concept teaching

16.  Attributes help define them  Equilateral triangle is a triangle with three equal sides  There are critical and noncritical attributes

17. Distinguishing features of an object or an idea

18.  Quadratic equations  Acculturation  Contact sports  Democracy  Photosynthesis  Concerto  Conservation

19. The process of defining concepts by finding those attributes that are absolutely essential to the meaning and disregarding those that are not; the ability to discriminate between what is and is not an example of the concept

20.  Concept Maps – graphic representations of the abstract concepts  Conceptual Webs – visual representations of abstract processes  Graphic Organizers - visual images that help highlight the critical attributes of a concept and make the concept more concrete for students See p. 339

21.  Selecting concepts  Deciding on an approach  Direct presentation  Concept attainment  Defining the concept by identifying the critical attributes  Analyzing the concept for examples and non- examples

22.  Present goals and establish set  Introduce the process to students  Present examples and non-examples  Develop a concept definition  Give additional examples  Test for concept attainment  Evaluate student thinking processes

23.  Select and define a concept  Select the attributes  Develop positive and negative examples  Introduce the process to the students  Present the examples and list the attributes  Develop a concept definition  Give additional examples  Discuss the process with the class  Evaluate

24. An indirect model used to help students think deductively to solve problems or test theories

25.  Extablish objective and set  Introduce problem and process  Demonstrate the process  Gather data  Develop a theory  Verify the theory  Explain the theory  Analyze and evaluate the process