The document discusses the concept attainment model (CAM), a teaching strategy developed by Jerome Bruner in 1956, which focuses on how students learn to categorize and discriminate concepts through structured interactions. CAM consists of three phases: presentation of data and identification of concepts, testing attainment of concepts, and analysis of thinking strategies, all within a moderately structured social system. It emphasizes student-centered learning, enhancing inductive reasoning and the clarity of concepts in the learning process.

1. C O N C E P T A T T A I N M E N T M O D E L
Models of Teaching
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2. How do models and methods of teaching differ?
 Teaching is an interactive process, primarily
involving class room talk which takes place between
teacher and pupil and occurs during certain
definable activity.
 A teaching method comprises the principles and
methods used for instruction. Commonly used
teaching methods may include class participation,
demonstration, recitation, memorization, or
combination of these.
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3.  Models of teaching are nothing but planning of
lesson to formulate its structure and outline useful
for successful teaching.
 American Educationists Bruce Joyce and Marsha
Weill have invented these models of teaching.
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4. Definitions
 “Models of teaching are prescriptive teaching
strategies designed to accomplish particular teaching
goals.”
-Paul Egan and Others
 “Models of Teaching are instructional designs. They
describe the process of specifying and producing
particular environmental situations which cause the
student to interact in such a way that specific change
occurs in his behaviour.”
-Bruce Joyce & Marsha Weil
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5. Families of Models
 Information Processing Family
 Social interaction Family
 Personal Family
 Behaviour Modification Family
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6. The Aspects of a Model
1. Syntax-Describes the model in action. It describes
sequences of activities called phases.
2. Social System-Describes student and teacher roles
and relationships. The role of the teacher varies
greatly from model to model as the degree of
structure changes.
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7. 3. Principles Of Reaction-tell the teacher how to
regard the learner and how to respond to what
the learner does.
4. Support System-Describes the additional
requirements of model beyond the usual human
skills and capacities and technical facilities.
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8. Concept Attainment Model
 CAM was developed by Jerome Bruner in 1956.
 It belongs to the information processing family.
 The model emerged out of the study of thinking
process in human beings. It is based on the assertion
that a human being is endowed with the capacity to
discriminate and to categorize things in groups. This
model is used for teaching concepts to the students. It
enables them to understand fully the similarities and
relationship among various things of the environment.
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9. Jerome Bruner
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10. Concept Attainment Model-Nature
 Students come across various new words during T-L
process.
 The teacher also explains various new concepts,
terminologies.
 Teacher gives definition of particular concept so that
it becomes more clear to students.
 Lastly various examples are given to make concrete
understanding of the concept.
 This process of formation of concept is called
Concept Attainment Model.
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11.  This model, built around the studies of thinking
conducted by Bruner, Goodnow, and Austin.
 It is designed to help students learn concepts for
organizing information and to help them become
more effective at learning concepts.
 It includes an efficient method for presenting
organized information from a wide range of areas of
study to students of every stage of development.
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12. Elements of a Concept
1. Name
2. Examples (positive as well as negative)
3. Attributes/characteristics (essential and non
essential)
4. Attribute values
5. Rule/ Definition
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13. Syntax
Structure of the model has following 3 phases-
1. Presentation of data and Identification of Concept
2. Testing Attainment of the concept
3. Analysis of the Thinking Strategies.
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14. Presentation of Data and Identification of
Concept
 Teacher presents labelled examples
 Students compare attributes in positive negative
examples.
 Students generate and test hypotheses.
 Students state a definition according to the essential
attributes.
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15. Testing Attainment of the concept
 Students identify unlabelled examples
 Teacher confirms hypotheses , names , concepts, and
restates definition.
 Students generate examples.
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16. Analysis of the Thinking Strategies
 Students describe thoughts.
 Students discuss role of hypothesis and attributes.
 Students discuss type and number of hypothesis.
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17. The Social System
The social system is moderately structured.
 The teacher controls all action of the classroom by
choosing the concept, selecting and organizing the
material into positive and negative examples and
sequences the examples.
 Reasonable freedom is given for discussion within
different phases of teaching.
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18. Principles of Reaction
The teacher should-
 Support the student hypothesis
 Create the dialogue in which the students test their
hypotheses against each other.
 Turn the attention of the student towards analysis of
their concepts and their thinking strategies.
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19. Support System
 The lesson requires material which can be arranged
so that the concept may be drawn from it.
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20. Effects of CAM
 The effects of a model can be direct, called as
Instructional Effects that come from the content.
 Effects may also be implicit, experienced in the
learning environment. These are called Nurturant
effects.
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21. Instructional
Effect
Nature of
concept
Specific concept
Improved
concept building
strategy
Inductive
Reasoning
Nurturant
Effect
Awareness Of
Alternative
Perspective
Sensitivity to
Logical
Reasoning in
communication
Tolerance of
ambiguity
Appreciation of
Logic
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22. Educational Importance of CAM-
 This is student-centered technique of teaching.
 Students study how to obtain various concepts.
 Students obtain specific concepts and get their ideas
cleared avoiding chaos in their thinking.
 Inductive reasoning power is developed among the
students and comparative study is done.
 The S-T relation becomes more compatible and T-L
process becomes more effective.
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23. Thank You
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