SlideShare a Scribd company logo
Concept Attainment model (CAM)
COURSE A4(b)
Module 3.3 (Strategies for Learning and Teaching Mathematics)
B Ed Special Education – Hearing Impairment/
B Ed Special Education-- Learning Disability
University of Mumbai
Dr.Amit Hemant Mishal,Associate Professor
CCYM’S Hashu Advani College of Special Education
https://www.hashuadvanismarak.org/hacse/introduction.html
Dr.Amit Hemant Mishal,Associate Professor 1
More About CAM-Strategy
• Linda Neff at Northern Arizona University adds that Concept Attainment is a “close
relative to inductive thinking (Joyce and Weil 1967:15), (and) focuses on the decision-
making and categorization processes leading up to the creation and understanding of a
concept.”
• Neff also explains that there are several advantages to this approach, including learning
“how to examine a concept from a number of perspectives, learning how to sort out
relevant information”, the benefit of seeing multiple examples of ideas, and maybe most
importantly, moving beyond mere concept–definition association.
Dr.Amit Hemant Mishal,Associate Professor 2
• In the concept attainment process, new ideas are introduced–and defined by
students–inductively through the “act(s) of categorization” (Bruner, Goodnow,
and Austin 1956:244).
• Students see attributes, examples and non-examples, form theories, and
then test those theories against the data given until they are able to able to
name the idea.
• The Concept Attainment process requires learners to focus on attributes,
categories, and relationships rather than simply mirroring an idea with a
definition.
Dr.Amit Hemant Mishal,Associate Professor 3
Concept Attainment model (CAM)
Instructional strategy
Founded on works of Jerome Bruner.
Built on principle of concept formation
Bruner developed a new way of introducing learners to new
concepts called Concept Attainment. It can be thought of as
game of ‘find the rule.’
Dr.Amit Hemant Mishal,Associate Professor 4
Concept Attainment -- ‘backward conceptualizing’ approach --to making sense
of new ideas.
Teaching strategy characterized (in terms of thinking patterns of the learner)
by “a pattern of decisions in the acquisition, retention, and utilization of
information that serves to meet certain objectives” (Bruner et al 1956).
• Louvet in 1988 developed three strategies using the CAM Model oncept
Attainment Model:
• Reception
• Selection and
• Organized material strategies.
Dr.Amit Hemant Mishal,Associate Professor 5
COMPONENTS OF CAM
• 1. Syntax
• phase one –- Presenting data to learner (presented in pairs) & identification
of concept
• phase two -- Testing the attainment of concept
---correctly identifying additional unlabeled examples
---generating own examples.
• phase three, ---Analysis of thinking strategies –analyze the strategies by
which they attain concepts/ describe thoughts.
Dr.Amit Hemant Mishal,Associate Professor 6
• 2. Social System – (Pre-Implementation)----Teacher choose concept, selects and
organizes, sequences positive and negative examples.
• 3. Principle of Reaction—(Implementation)-----Teacher needs to be supportive of
students guesses. Later , teacher shows support while taking students attention
towards analysis of their concepts and their thinking strategies.
• 4. Support System --- List of positive and negative examples --known beforehand
• 5. Instructional & Nurturant Effects –
Dr.Amit Hemant Mishal,Associate Professor 7
• Instructional effects ----direct effect of an instruction on
students' cognitive, affective and psychomotor domain.
• Nurturant effects ----indirect effect other than the teacher
intends to achieve through the model.
• With abstract concepts, the strategies nurture an awareness
of alternative perspectives, a sensitivity to logical reasoning in
communication and a tolerance of ambiguity.
Dr.Amit Hemant Mishal,Associate Professor 8
The instructional and nurturant effects of Concept Attainment Model
are depicted in the following figure.
Nature of
Concept Improved
Concept
Building
Strategies
Self
Concept
Inductive
Reasoning
Instructional
& Nurturant
Effects Awareness of
Alternative
perspectives
Tolerance
of
Ambiguity
Sensitivity to
logical reasoning in
communication
Instructional Effects ________
Nurturant Effects ------------
Dr.Amit Hemant Mishal,Associate Professor 9
promotes student learning through -----a process of structured inquiry.
helps pupils understand and learn concepts -----by identifying
attributes/ key features through a process of analysis, comparison, and
contrasting of examples.
Two sets of examples are used in this strategy –
Yes/POSITIVE (examples that have attributes of the concept) and
No/NEGATIVE(examples that do not have attributes of the concept)
examples.
Dr.Amit Hemant Mishal,Associate Professor 10
Basic Steps
• 1. Selecting , define a concept
• 2. Developing positive and negative examples
• 3. Introducing the process to the students
• 4. Presenting the examples
• 5. Listing the attributes
• 6. Developing a concept / definition
• 7. Giving additional examples
• 8. Discuss the process with the pupils
• 9. Evaluate
Dr.Amit Hemant Mishal,Associate Professor 11
Teacher Activity / Planning -- CAM Strategy
•Choose the concept to developed. ( concept with well-defined
attributes.
•Prepare “yes/positive” and “no/negative” examples.
•Some of the yes/positive examples should have a high attribute
value (meaning it should be a clear representative of the
concept)
Dr.Amit Hemant Mishal,Associate Professor 12
Implementation---- CAM Strategy
Introduce strategy- what you will be doing –what students have to do
Teacher can start by saying pupils—I have one concept in my
mind………..but I want you to identify the concept. I will throw/write/show
some examples .You have to identify the concept.
Teacher has to make two columns on the board , title them as
“Yes/Positive” and “No/Negative.”
Dr.Amit Hemant Mishal,Associate Professor 13
•Present each example and write them in the appropriate column. One in
‘Yes/Positive’ and one in ‘No/Negative’.
In other Words ,teacher should Present the first example by saying,
“This is a YES.” Place / Write--- it under the appropriate column. i.e.
______________is a YES
•Present the example and say, “This is a NO.” Place/Write it under the
NO column. i.e._______ is a NO
•Teacher will have to repeat this process until there are three/four
examples under each column—YES & NO Columns
Dr.Amit Hemant Mishal,Associate Professor 14
Start with three/four examples in each column. You can tell students to
observe well. Ask to look at the examples under YES column and discuss how
they are alike. (Ask “What do they have in common?”
Tell pupils to observe, analyze , compare the examples shown
Make a note -----tell them to compare within the group (find similar
attributes in the “yes” group) and between the groups (find how “yes” and “no”
examples differ from each other).
Write the attributes listed by the students on the other side of the board.
Dr.Amit Hemant Mishal,Associate Professor 15
Next step Add more two/three/four more examples to each column----Yes/No Column.
Instruct students to further more minutely look at the the attribute list, polish/
modify attribute list by further---analyzing the additional examples shown/written(
unlabeled examples )
Teacher should ask pupils whether they are able to identify the concept. Teacher
should keep saying “not to say aloud ,just let me know if you have identified concept”
Those pupils who have identified the concept can be encouraged to add /generate --
more “yes” examples to the yes column. At the same time ,teacher should encourage
other students to examine the examples given by their peers-------to identify the
concept.
Dr.Amit Hemant Mishal,Associate Professor 16
Teachers can motivate, probe ----to help other students identify the concept.
Once identified, help students define it using the list of identified attributes.
Additional – Teacher can place/write in bold the HEADING of CONCEPT at the
top of the YES column (_____________),similarly for the NO column (Not
_________).
Last step teacher can either present pupils with examples tell them to classify as
yes and no or else teacher could tell pupils to suggest more Yes and No examples
of the concept along with explanation to it. This will help to further better fixing
up the concept in pupils mind and at the same time to test the pupils
understanding
Dr.Amit Hemant Mishal,Associate Professor 17
YES /POSITVE (+) EXAMPLES NO /NEGATIVE (-) EXAMPLES ATTRIBUTES
Eg.1 Eg.1
Eg.2 Eg.2
Eg.3. Eg.3.
“ “ “ “
“ “ “ “
“ “ “ “
“ “ “ “
IDENTIFY THE CONCEPT USING THE ATTRIBUTES
DEFINE THE CONCEPT(CRUDE DEFINITION WITH HELP OF ATTRIBUTES- FAIR
DEFINITION- WRITE/STICK/SHOW)
YES /POSITIVE (+) EXAMPLES NO /NEGATIVE(-) EXAMPLES ATTRIBUTES
Eg.1 Eg.1
Eg.2 Eg.2
Eg.3. Eg.3.
Dr.Amit Hemant Mishal,Associate Professor 18
Merits/Advantages
Learner Centered Strategy
Very powerful teaching-learning strategy.
Inquiry Based Approach
Suitable for all type of learners- Only careful instructions/
grouping/individual level ----accordingly care to be taken.
To introduce new concepts more useful
Comparatively More useful to teach grammar, science ,math concepts more
useful . Even social studies it will be useful depending on the concepts.
Dr.Amit Hemant Mishal,Associate Professor 19
Learners are active participants ; it engages in formulating a
concept
More Attention , retention
Learning concepts using Maxim known to unknown
Learners get opportunity to observe, think , critically analyze ,
reason out, compare, classify and categorize information
It is a strategy which helps learners to examine and
understand a concept from multiple perspectives thus even
strengthening understanding and retrieval of the concept.
Dr.Amit Hemant Mishal,Associate Professor 20
All THINKING ABILITIES OF LEARNERS-CHALLENGED –IN CAM
• Students catch onto the idea before others are able to resolve the
concept and then are invited to suggest their own examples, while other
students are still trying to form the concept.
• For this reason, concept attainment is well suited to classroom use
because all thinking abilities can be challenged.
• With experience, children become skilled at identifying relationships in
word cards or specimens. With carefully chosen examples, it is possible
to use concept attainment about how to teach almost any concept in all
subjects.” Dr.Amit Hemant Mishal,Associate Professor 21
Demerits
• 1. Time Consuming
• 2. All concepts, all subjects not applicable
• 3. More load on teachers
• 4. Examples – limitations may arise either at starting stage/later
stage.
Dr.Amit Hemant Mishal,Associate Professor 22
Role of Teacher/Educational Implications
• 1. Teachers need to plan out which examples will be given first, which later.
• 2.Teacher need to have list of those examples ready so that accordingly order of
examples can be decided /Shared with students.
• 3.Teacher need to think, plan whether to display examples or write them on
board/Sheets of paper/flash cards share ready made worksheet with spaces /give
task in groups depends.
• 4. Teachers can use illustrations, word cards or specimens for -- examples.
Dr.Amit Hemant Mishal,Associate Professor 23
References:
• Joyce B. R . , Calhoun. E. , Hopkins. D. (2010). Models of Learning,
Tools for Teaching( 3rd Edition) . McGraw-Hill Open University
Press; 3rd edition
Dr.Amit Hemant Mishal,Associate Professor 24

More Related Content

What's hot

correlation of mathematics to other sciences
correlation of mathematics to other sciencescorrelation of mathematics to other sciences
correlation of mathematics to other sciences
Naseera noushad
 
School timetable
School timetableSchool timetable
School timetable
Fousiya O P
 
Heuristic Method of Teaching Mathematics
Heuristic Method of Teaching MathematicsHeuristic Method of Teaching Mathematics
Heuristic Method of Teaching Mathematics
Gautam Kumar
 
Interdisciplinary approach in mathematics
Interdisciplinary approach in mathematics Interdisciplinary approach in mathematics
Interdisciplinary approach in mathematics
VIJAYKUMARPAL4
 
Textbook analysis
Textbook analysis Textbook analysis
Textbook analysis
Heni Winingsih
 
A study of mathematics curriculum in India
A study of mathematics curriculum in IndiaA study of mathematics curriculum in India
A study of mathematics curriculum in India
Datha Prasada Rao Vanam
 
BLOOMS' MASTERY LEARNING.pdf
BLOOMS' MASTERY LEARNING.pdfBLOOMS' MASTERY LEARNING.pdf
BLOOMS' MASTERY LEARNING.pdf
BeulahJayarani
 
Correlation of mathematics
Correlation of mathematicsCorrelation of mathematics
Correlation of mathematics
Athira RL
 
4. unit 3 reflective level bigge and hunt
4. unit 3 reflective level bigge and hunt4. unit 3 reflective level bigge and hunt
4. unit 3 reflective level bigge and hunt
LOYOLA COLLEGE OF EDUCATION
 
Objectives of Mathematics Curriculum & Curricular choices at different stages...
Objectives of Mathematics Curriculum & Curricular choices at different stages...Objectives of Mathematics Curriculum & Curricular choices at different stages...
Objectives of Mathematics Curriculum & Curricular choices at different stages...
Dr.Jaganmohana Rao Gurugubelli
 
Types of school time table
Types of school time tableTypes of school time table
Types of school time table
irshad narejo
 
Interpretation construction (icon) design model
Interpretation construction (icon) design modelInterpretation construction (icon) design model
Interpretation construction (icon) design model
Thiyagu K
 
Low cost teaching aids (ppt)
Low cost teaching aids (ppt)Low cost teaching aids (ppt)
Low cost teaching aids (ppt)
KAVIYAMURUGAN2
 
Correlation of Mathematics with other subject
Correlation of Mathematics with other subjectCorrelation of Mathematics with other subject
Correlation of Mathematics with other subject
Manoj Gautam
 
5. unit 3 unit plan
5. unit 3 unit plan5. unit 3 unit plan
5. unit 3 unit plan
LOYOLA COLLEGE OF EDUCATION
 
National curriculum framework 2005
National curriculum framework 2005National curriculum framework 2005
National curriculum framework 2005
Ramakanta Mohalik
 
Bruner’s Concept Attainment Model
Bruner’s Concept Attainment ModelBruner’s Concept Attainment Model
Bruner’s Concept Attainment Model
Sahin Mondal
 
Writing instructional objectives in behavioural terms
Writing instructional objectives in behavioural terms Writing instructional objectives in behavioural terms
Writing instructional objectives in behavioural terms
Diksha Verma
 
Curriclum types
Curriclum typesCurriclum types
Curriclum types
dsmru
 
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptx
Variables & Functions of Teaching  शिक्षण के चर व कार्य.pptxVariables & Functions of Teaching  शिक्षण के चर व कार्य.pptx
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptx
DR KRISHAN KANT
 

What's hot (20)

correlation of mathematics to other sciences
correlation of mathematics to other sciencescorrelation of mathematics to other sciences
correlation of mathematics to other sciences
 
School timetable
School timetableSchool timetable
School timetable
 
Heuristic Method of Teaching Mathematics
Heuristic Method of Teaching MathematicsHeuristic Method of Teaching Mathematics
Heuristic Method of Teaching Mathematics
 
Interdisciplinary approach in mathematics
Interdisciplinary approach in mathematics Interdisciplinary approach in mathematics
Interdisciplinary approach in mathematics
 
Textbook analysis
Textbook analysis Textbook analysis
Textbook analysis
 
A study of mathematics curriculum in India
A study of mathematics curriculum in IndiaA study of mathematics curriculum in India
A study of mathematics curriculum in India
 
BLOOMS' MASTERY LEARNING.pdf
BLOOMS' MASTERY LEARNING.pdfBLOOMS' MASTERY LEARNING.pdf
BLOOMS' MASTERY LEARNING.pdf
 
Correlation of mathematics
Correlation of mathematicsCorrelation of mathematics
Correlation of mathematics
 
4. unit 3 reflective level bigge and hunt
4. unit 3 reflective level bigge and hunt4. unit 3 reflective level bigge and hunt
4. unit 3 reflective level bigge and hunt
 
Objectives of Mathematics Curriculum & Curricular choices at different stages...
Objectives of Mathematics Curriculum & Curricular choices at different stages...Objectives of Mathematics Curriculum & Curricular choices at different stages...
Objectives of Mathematics Curriculum & Curricular choices at different stages...
 
Types of school time table
Types of school time tableTypes of school time table
Types of school time table
 
Interpretation construction (icon) design model
Interpretation construction (icon) design modelInterpretation construction (icon) design model
Interpretation construction (icon) design model
 
Low cost teaching aids (ppt)
Low cost teaching aids (ppt)Low cost teaching aids (ppt)
Low cost teaching aids (ppt)
 
Correlation of Mathematics with other subject
Correlation of Mathematics with other subjectCorrelation of Mathematics with other subject
Correlation of Mathematics with other subject
 
5. unit 3 unit plan
5. unit 3 unit plan5. unit 3 unit plan
5. unit 3 unit plan
 
National curriculum framework 2005
National curriculum framework 2005National curriculum framework 2005
National curriculum framework 2005
 
Bruner’s Concept Attainment Model
Bruner’s Concept Attainment ModelBruner’s Concept Attainment Model
Bruner’s Concept Attainment Model
 
Writing instructional objectives in behavioural terms
Writing instructional objectives in behavioural terms Writing instructional objectives in behavioural terms
Writing instructional objectives in behavioural terms
 
Curriclum types
Curriclum typesCurriclum types
Curriclum types
 
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptx
Variables & Functions of Teaching  शिक्षण के चर व कार्य.pptxVariables & Functions of Teaching  शिक्षण के चर व कार्य.pptx
Variables & Functions of Teaching शिक्षण के चर व कार्य.pptx
 

Similar to Concept Attainment Model of Teaching

Bruner’s concept attainment model
Bruner’s concept attainment modelBruner’s concept attainment model
Bruner’s concept attainment model
NishaPandey42
 
3 1-wesam
3 1-wesam3 1-wesam
3 1-wesam
Wynand Viljoen
 
OERDoc_575_35579_11_08_2021.pptx
OERDoc_575_35579_11_08_2021.pptxOERDoc_575_35579_11_08_2021.pptx
OERDoc_575_35579_11_08_2021.pptx
SauravPaul47
 
2008 06
2008 062008 06
'Here's Looking At You’ 3 Sept2007
'Here's Looking At You’ 3 Sept2007'Here's Looking At You’ 3 Sept2007
'Here's Looking At You’ 3 Sept2007
cies
 
Cam (CONTEMPORARY ISSUES OF INDIA)
Cam (CONTEMPORARY ISSUES OF INDIA)Cam (CONTEMPORARY ISSUES OF INDIA)
Cam (CONTEMPORARY ISSUES OF INDIA)
Arpita Sarkar (Dimpu)
 
25waysfor twt2
25waysfor twt225waysfor twt2
25waysfor twt2
Priya Somani
 
O Flynn Case Teaching
O Flynn Case TeachingO Flynn Case Teaching
O Flynn Case Teaching
alisoncummingthom
 
Chapter 6 Strategies and Methodologies in Health Teaching.pdf
Chapter 6 Strategies and Methodologies in Health Teaching.pdfChapter 6 Strategies and Methodologies in Health Teaching.pdf
Chapter 6 Strategies and Methodologies in Health Teaching.pdf
KarlRonnielOAyong1
 
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...
Jeremy
 
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...
Jeremy
 
Lecture cum demonstration Method
Lecture cum demonstration MethodLecture cum demonstration Method
Lecture cum demonstration Method
Dr.Jaganmohana Rao Gurugubelli
 
TOS-WITH-OVERVIEW-OF-TEST-CONSTRUCTION.pptx
TOS-WITH-OVERVIEW-OF-TEST-CONSTRUCTION.pptxTOS-WITH-OVERVIEW-OF-TEST-CONSTRUCTION.pptx
TOS-WITH-OVERVIEW-OF-TEST-CONSTRUCTION.pptx
JhayTangco
 
Tosandtcdo 160606120705
Tosandtcdo 160606120705Tosandtcdo 160606120705
Tosandtcdo 160606120705
angel mantalaba
 
Table of Specifications (TOS) and Test Construction Review
Table of Specifications (TOS) and Test Construction ReviewTable of Specifications (TOS) and Test Construction Review
Table of Specifications (TOS) and Test Construction Review
Rivera Arnel
 
Setting Question_Dr Jamilah.pptx
Setting Question_Dr Jamilah.pptxSetting Question_Dr Jamilah.pptx
Setting Question_Dr Jamilah.pptx
YusriBinAbdullah1
 
Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008
Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008
Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008
Nanci Johnson
 
Successful strategies for social studies teaching and learning
Successful strategies for social studies teaching and learningSuccessful strategies for social studies teaching and learning
Successful strategies for social studies teaching and learning
Karylle Honeybee Ako
 
presentation1inbuildingbri-130315185847-phpapp01.pdf
presentation1inbuildingbri-130315185847-phpapp01.pdfpresentation1inbuildingbri-130315185847-phpapp01.pdf
presentation1inbuildingbri-130315185847-phpapp01.pdf
JenniferMayano3
 
Lesson 3 strategies in teaching mathematics
Lesson 3 strategies in teaching mathematicsLesson 3 strategies in teaching mathematics
Lesson 3 strategies in teaching mathematics
jay Eugenio
 

Similar to Concept Attainment Model of Teaching (20)

Bruner’s concept attainment model
Bruner’s concept attainment modelBruner’s concept attainment model
Bruner’s concept attainment model
 
3 1-wesam
3 1-wesam3 1-wesam
3 1-wesam
 
OERDoc_575_35579_11_08_2021.pptx
OERDoc_575_35579_11_08_2021.pptxOERDoc_575_35579_11_08_2021.pptx
OERDoc_575_35579_11_08_2021.pptx
 
2008 06
2008 062008 06
2008 06
 
'Here's Looking At You’ 3 Sept2007
'Here's Looking At You’ 3 Sept2007'Here's Looking At You’ 3 Sept2007
'Here's Looking At You’ 3 Sept2007
 
Cam (CONTEMPORARY ISSUES OF INDIA)
Cam (CONTEMPORARY ISSUES OF INDIA)Cam (CONTEMPORARY ISSUES OF INDIA)
Cam (CONTEMPORARY ISSUES OF INDIA)
 
25waysfor twt2
25waysfor twt225waysfor twt2
25waysfor twt2
 
O Flynn Case Teaching
O Flynn Case TeachingO Flynn Case Teaching
O Flynn Case Teaching
 
Chapter 6 Strategies and Methodologies in Health Teaching.pdf
Chapter 6 Strategies and Methodologies in Health Teaching.pdfChapter 6 Strategies and Methodologies in Health Teaching.pdf
Chapter 6 Strategies and Methodologies in Health Teaching.pdf
 
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...
(Saukstelis & Robinson) The Rest of the 7 Student-Centered Strategies of Asse...
 
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...
Dawn & Sam The Rest of the 7 Student-Centered Strategies of Assessment for Le...
 
Lecture cum demonstration Method
Lecture cum demonstration MethodLecture cum demonstration Method
Lecture cum demonstration Method
 
TOS-WITH-OVERVIEW-OF-TEST-CONSTRUCTION.pptx
TOS-WITH-OVERVIEW-OF-TEST-CONSTRUCTION.pptxTOS-WITH-OVERVIEW-OF-TEST-CONSTRUCTION.pptx
TOS-WITH-OVERVIEW-OF-TEST-CONSTRUCTION.pptx
 
Tosandtcdo 160606120705
Tosandtcdo 160606120705Tosandtcdo 160606120705
Tosandtcdo 160606120705
 
Table of Specifications (TOS) and Test Construction Review
Table of Specifications (TOS) and Test Construction ReviewTable of Specifications (TOS) and Test Construction Review
Table of Specifications (TOS) and Test Construction Review
 
Setting Question_Dr Jamilah.pptx
Setting Question_Dr Jamilah.pptxSetting Question_Dr Jamilah.pptx
Setting Question_Dr Jamilah.pptx
 
Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008
Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008
Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008
 
Successful strategies for social studies teaching and learning
Successful strategies for social studies teaching and learningSuccessful strategies for social studies teaching and learning
Successful strategies for social studies teaching and learning
 
presentation1inbuildingbri-130315185847-phpapp01.pdf
presentation1inbuildingbri-130315185847-phpapp01.pdfpresentation1inbuildingbri-130315185847-phpapp01.pdf
presentation1inbuildingbri-130315185847-phpapp01.pdf
 
Lesson 3 strategies in teaching mathematics
Lesson 3 strategies in teaching mathematicsLesson 3 strategies in teaching mathematics
Lesson 3 strategies in teaching mathematics
 

More from Dr.Amit Hemant Mishal

CCE, Assessment, Evaluation, Types of Assessment
CCE, Assessment, Evaluation, Types of AssessmentCCE, Assessment, Evaluation, Types of Assessment
CCE, Assessment, Evaluation, Types of Assessment
Dr.Amit Hemant Mishal
 
Student Portfolio.pptxTesting -Evaluation
Student Portfolio.pptxTesting -EvaluationStudent Portfolio.pptxTesting -Evaluation
Student Portfolio.pptxTesting -Evaluation
Dr.Amit Hemant Mishal
 
Maslows Theory of Motivatation powerpoint presentation
Maslows Theory of Motivatation powerpoint presentationMaslows Theory of Motivatation powerpoint presentation
Maslows Theory of Motivatation powerpoint presentation
Dr.Amit Hemant Mishal
 
2.1 Aims and Objectives of Teaching Mathematics.pptx
2.1 Aims and Objectives of Teaching Mathematics.pptx2.1 Aims and Objectives of Teaching Mathematics.pptx
2.1 Aims and Objectives of Teaching Mathematics.pptx
Dr.Amit Hemant Mishal
 
1.1. Aims and Objectives of Teaching Science.pptx
1.1. Aims and Objectives of Teaching Science.pptx1.1. Aims and Objectives of Teaching Science.pptx
1.1. Aims and Objectives of Teaching Science.pptx
Dr.Amit Hemant Mishal
 
1.1. & 1.2 Nature Scope Importance Value of Mathematics.pptx
1.1. & 1.2 Nature Scope Importance Value of Mathematics.pptx1.1. & 1.2 Nature Scope Importance Value of Mathematics.pptx
1.1. & 1.2 Nature Scope Importance Value of Mathematics.pptx
Dr.Amit Hemant Mishal
 
1.1. Nature Scope Importance Value of Science.pptx
1.1. Nature Scope Importance Value of Science.pptx1.1. Nature Scope Importance Value of Science.pptx
1.1. Nature Scope Importance Value of Science.pptx
Dr.Amit Hemant Mishal
 
RESUME WRITING HACSE.pptx for job opportunities
RESUME WRITING HACSE.pptx for job opportunitiesRESUME WRITING HACSE.pptx for job opportunities
RESUME WRITING HACSE.pptx for job opportunities
Dr.Amit Hemant Mishal
 
Street play Nukkad Natak - Do's and Don't
Street play Nukkad Natak - Do's and Don'tStreet play Nukkad Natak - Do's and Don't
Street play Nukkad Natak - Do's and Don't
Dr.Amit Hemant Mishal
 
FINAL PRESENTATION IQAC Meaning Significance
FINAL PRESENTATION IQAC  Meaning SignificanceFINAL PRESENTATION IQAC  Meaning Significance
FINAL PRESENTATION IQAC Meaning Significance
Dr.Amit Hemant Mishal
 
Sculpturing made easy - prepared for teachers from kindergarten to school level
Sculpturing made easy - prepared for  teachers from kindergarten to school levelSculpturing made easy - prepared for  teachers from kindergarten to school level
Sculpturing made easy - prepared for teachers from kindergarten to school level
Dr.Amit Hemant Mishal
 
A2 Lecture final.pptx PWD NPD (2006) RCI RTE Constitutional Obligations
A2 Lecture  final.pptx PWD NPD (2006) RCI RTE Constitutional ObligationsA2 Lecture  final.pptx PWD NPD (2006) RCI RTE Constitutional Obligations
A2 Lecture final.pptx PWD NPD (2006) RCI RTE Constitutional Obligations
Dr.Amit Hemant Mishal
 
Diversity.pptx
Diversity.pptxDiversity.pptx
Diversity.pptx
Dr.Amit Hemant Mishal
 
Adhikar PPT@.pptx
Adhikar  PPT@.pptxAdhikar  PPT@.pptx
Adhikar PPT@.pptx
Dr.Amit Hemant Mishal
 
IPR and Education.pptx
IPR and Education.pptxIPR and Education.pptx
IPR and Education.pptx
Dr.Amit Hemant Mishal
 
Soil
SoilSoil
Animal husbandry
Animal husbandryAnimal husbandry
Animal husbandry
Dr.Amit Hemant Mishal
 
Constructivism, Constructivist Approach
Constructivism, Constructivist ApproachConstructivism, Constructivist Approach
Constructivism, Constructivist Approach
Dr.Amit Hemant Mishal
 

More from Dr.Amit Hemant Mishal (18)

CCE, Assessment, Evaluation, Types of Assessment
CCE, Assessment, Evaluation, Types of AssessmentCCE, Assessment, Evaluation, Types of Assessment
CCE, Assessment, Evaluation, Types of Assessment
 
Student Portfolio.pptxTesting -Evaluation
Student Portfolio.pptxTesting -EvaluationStudent Portfolio.pptxTesting -Evaluation
Student Portfolio.pptxTesting -Evaluation
 
Maslows Theory of Motivatation powerpoint presentation
Maslows Theory of Motivatation powerpoint presentationMaslows Theory of Motivatation powerpoint presentation
Maslows Theory of Motivatation powerpoint presentation
 
2.1 Aims and Objectives of Teaching Mathematics.pptx
2.1 Aims and Objectives of Teaching Mathematics.pptx2.1 Aims and Objectives of Teaching Mathematics.pptx
2.1 Aims and Objectives of Teaching Mathematics.pptx
 
1.1. Aims and Objectives of Teaching Science.pptx
1.1. Aims and Objectives of Teaching Science.pptx1.1. Aims and Objectives of Teaching Science.pptx
1.1. Aims and Objectives of Teaching Science.pptx
 
1.1. & 1.2 Nature Scope Importance Value of Mathematics.pptx
1.1. & 1.2 Nature Scope Importance Value of Mathematics.pptx1.1. & 1.2 Nature Scope Importance Value of Mathematics.pptx
1.1. & 1.2 Nature Scope Importance Value of Mathematics.pptx
 
1.1. Nature Scope Importance Value of Science.pptx
1.1. Nature Scope Importance Value of Science.pptx1.1. Nature Scope Importance Value of Science.pptx
1.1. Nature Scope Importance Value of Science.pptx
 
RESUME WRITING HACSE.pptx for job opportunities
RESUME WRITING HACSE.pptx for job opportunitiesRESUME WRITING HACSE.pptx for job opportunities
RESUME WRITING HACSE.pptx for job opportunities
 
Street play Nukkad Natak - Do's and Don't
Street play Nukkad Natak - Do's and Don'tStreet play Nukkad Natak - Do's and Don't
Street play Nukkad Natak - Do's and Don't
 
FINAL PRESENTATION IQAC Meaning Significance
FINAL PRESENTATION IQAC  Meaning SignificanceFINAL PRESENTATION IQAC  Meaning Significance
FINAL PRESENTATION IQAC Meaning Significance
 
Sculpturing made easy - prepared for teachers from kindergarten to school level
Sculpturing made easy - prepared for  teachers from kindergarten to school levelSculpturing made easy - prepared for  teachers from kindergarten to school level
Sculpturing made easy - prepared for teachers from kindergarten to school level
 
A2 Lecture final.pptx PWD NPD (2006) RCI RTE Constitutional Obligations
A2 Lecture  final.pptx PWD NPD (2006) RCI RTE Constitutional ObligationsA2 Lecture  final.pptx PWD NPD (2006) RCI RTE Constitutional Obligations
A2 Lecture final.pptx PWD NPD (2006) RCI RTE Constitutional Obligations
 
Diversity.pptx
Diversity.pptxDiversity.pptx
Diversity.pptx
 
Adhikar PPT@.pptx
Adhikar  PPT@.pptxAdhikar  PPT@.pptx
Adhikar PPT@.pptx
 
IPR and Education.pptx
IPR and Education.pptxIPR and Education.pptx
IPR and Education.pptx
 
Soil
SoilSoil
Soil
 
Animal husbandry
Animal husbandryAnimal husbandry
Animal husbandry
 
Constructivism, Constructivist Approach
Constructivism, Constructivist ApproachConstructivism, Constructivist Approach
Constructivism, Constructivist Approach
 

Recently uploaded

modul ajar kelas x bahasa inggris 2024-2025
modul ajar kelas x bahasa inggris 2024-2025modul ajar kelas x bahasa inggris 2024-2025
modul ajar kelas x bahasa inggris 2024-2025
NurFitriah45
 
How to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 WebsiteHow to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 Website
Celine George
 
How to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 NotebookHow to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 Notebook
Celine George
 
SEQUNCES Lecture_Notes_Unit4_chapter11_sequence
SEQUNCES  Lecture_Notes_Unit4_chapter11_sequenceSEQUNCES  Lecture_Notes_Unit4_chapter11_sequence
SEQUNCES Lecture_Notes_Unit4_chapter11_sequence
Murugan Solaiyappan
 
Is Email Marketing Really Effective In 2024?
Is Email Marketing Really Effective In 2024?Is Email Marketing Really Effective In 2024?
Is Email Marketing Really Effective In 2024?
Rakesh Jalan
 
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 SlidesWhat is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
Celine George
 
Webinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional SkillsWebinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional Skills
EduSkills OECD
 
How to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POSHow to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POS
Celine George
 
Odoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On FacebookOdoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On Facebook
Celine George
 
Individual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docxIndividual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docx
monicaaringo1
 
1-NLC-MATH7-Consolidation-Lesson1 2024.pptx
1-NLC-MATH7-Consolidation-Lesson1 2024.pptx1-NLC-MATH7-Consolidation-Lesson1 2024.pptx
1-NLC-MATH7-Consolidation-Lesson1 2024.pptx
AnneMarieJacildo
 
NAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource BookNAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource Book
lakitawilson
 
How To Update One2many Field From OnChange of Field in Odoo 17
How To Update One2many Field From OnChange of Field in Odoo 17How To Update One2many Field From OnChange of Field in Odoo 17
How To Update One2many Field From OnChange of Field in Odoo 17
Celine George
 
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptxNational Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
EdsNatividad
 
Views in Odoo - Advanced Views - Pivot View in Odoo 17
Views in Odoo - Advanced Views - Pivot View in Odoo 17Views in Odoo - Advanced Views - Pivot View in Odoo 17
Views in Odoo - Advanced Views - Pivot View in Odoo 17
Celine George
 
DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY N...
DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY N...DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY N...
DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY N...
thanhluan21
 
How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17
Celine George
 
formative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.Vformative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.V
DrRavindrakshirsagar1
 
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ..."DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
thanhluan21
 
Imagination in Computer Science Research
Imagination in Computer Science ResearchImagination in Computer Science Research
Imagination in Computer Science Research
Abhik Roychoudhury
 

Recently uploaded (20)

modul ajar kelas x bahasa inggris 2024-2025
modul ajar kelas x bahasa inggris 2024-2025modul ajar kelas x bahasa inggris 2024-2025
modul ajar kelas x bahasa inggris 2024-2025
 
How to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 WebsiteHow to Create & Publish a Blog in Odoo 17 Website
How to Create & Publish a Blog in Odoo 17 Website
 
How to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 NotebookHow to Add Colour Kanban Records in Odoo 17 Notebook
How to Add Colour Kanban Records in Odoo 17 Notebook
 
SEQUNCES Lecture_Notes_Unit4_chapter11_sequence
SEQUNCES  Lecture_Notes_Unit4_chapter11_sequenceSEQUNCES  Lecture_Notes_Unit4_chapter11_sequence
SEQUNCES Lecture_Notes_Unit4_chapter11_sequence
 
Is Email Marketing Really Effective In 2024?
Is Email Marketing Really Effective In 2024?Is Email Marketing Really Effective In 2024?
Is Email Marketing Really Effective In 2024?
 
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 SlidesWhat is Rescue Session in Odoo 17 POS - Odoo 17 Slides
What is Rescue Session in Odoo 17 POS - Odoo 17 Slides
 
Webinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional SkillsWebinar Innovative assessments for SOcial Emotional Skills
Webinar Innovative assessments for SOcial Emotional Skills
 
How to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POSHow to Manage Early Receipt Printing in Odoo 17 POS
How to Manage Early Receipt Printing in Odoo 17 POS
 
Odoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On FacebookOdoo 17 Social Marketing - Lead Generation On Facebook
Odoo 17 Social Marketing - Lead Generation On Facebook
 
Individual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docxIndividual Performance Commitment Review Form-Developmental Plan.docx
Individual Performance Commitment Review Form-Developmental Plan.docx
 
1-NLC-MATH7-Consolidation-Lesson1 2024.pptx
1-NLC-MATH7-Consolidation-Lesson1 2024.pptx1-NLC-MATH7-Consolidation-Lesson1 2024.pptx
1-NLC-MATH7-Consolidation-Lesson1 2024.pptx
 
NAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource BookNAEYC Code of Ethical Conduct Resource Book
NAEYC Code of Ethical Conduct Resource Book
 
How To Update One2many Field From OnChange of Field in Odoo 17
How To Update One2many Field From OnChange of Field in Odoo 17How To Update One2many Field From OnChange of Field in Odoo 17
How To Update One2many Field From OnChange of Field in Odoo 17
 
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptxNational Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
National Learning Camp Grade 7 ENGLISH 7-LESSON 7.pptx
 
Views in Odoo - Advanced Views - Pivot View in Odoo 17
Views in Odoo - Advanced Views - Pivot View in Odoo 17Views in Odoo - Advanced Views - Pivot View in Odoo 17
Views in Odoo - Advanced Views - Pivot View in Odoo 17
 
DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY N...
DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY N...DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY N...
DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY N...
 
How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17How To Create a Transient Model in Odoo 17
How To Create a Transient Model in Odoo 17
 
formative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.Vformative Evaluation By Dr.Kshirsagar R.V
formative Evaluation By Dr.Kshirsagar R.V
 
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ..."DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
"DANH SÁCH THÍ SINH XÉT TUYỂN SỚM ĐỦ ĐIỀU KIỆN TRÚNG TUYỂN ĐẠI HỌC CHÍNH QUY ...
 
Imagination in Computer Science Research
Imagination in Computer Science ResearchImagination in Computer Science Research
Imagination in Computer Science Research
 

Concept Attainment Model of Teaching

  • 1. Concept Attainment model (CAM) COURSE A4(b) Module 3.3 (Strategies for Learning and Teaching Mathematics) B Ed Special Education – Hearing Impairment/ B Ed Special Education-- Learning Disability University of Mumbai Dr.Amit Hemant Mishal,Associate Professor CCYM’S Hashu Advani College of Special Education https://www.hashuadvanismarak.org/hacse/introduction.html Dr.Amit Hemant Mishal,Associate Professor 1
  • 2. More About CAM-Strategy • Linda Neff at Northern Arizona University adds that Concept Attainment is a “close relative to inductive thinking (Joyce and Weil 1967:15), (and) focuses on the decision- making and categorization processes leading up to the creation and understanding of a concept.” • Neff also explains that there are several advantages to this approach, including learning “how to examine a concept from a number of perspectives, learning how to sort out relevant information”, the benefit of seeing multiple examples of ideas, and maybe most importantly, moving beyond mere concept–definition association. Dr.Amit Hemant Mishal,Associate Professor 2
  • 3. • In the concept attainment process, new ideas are introduced–and defined by students–inductively through the “act(s) of categorization” (Bruner, Goodnow, and Austin 1956:244). • Students see attributes, examples and non-examples, form theories, and then test those theories against the data given until they are able to able to name the idea. • The Concept Attainment process requires learners to focus on attributes, categories, and relationships rather than simply mirroring an idea with a definition. Dr.Amit Hemant Mishal,Associate Professor 3
  • 4. Concept Attainment model (CAM) Instructional strategy Founded on works of Jerome Bruner. Built on principle of concept formation Bruner developed a new way of introducing learners to new concepts called Concept Attainment. It can be thought of as game of ‘find the rule.’ Dr.Amit Hemant Mishal,Associate Professor 4
  • 5. Concept Attainment -- ‘backward conceptualizing’ approach --to making sense of new ideas. Teaching strategy characterized (in terms of thinking patterns of the learner) by “a pattern of decisions in the acquisition, retention, and utilization of information that serves to meet certain objectives” (Bruner et al 1956). • Louvet in 1988 developed three strategies using the CAM Model oncept Attainment Model: • Reception • Selection and • Organized material strategies. Dr.Amit Hemant Mishal,Associate Professor 5
  • 6. COMPONENTS OF CAM • 1. Syntax • phase one –- Presenting data to learner (presented in pairs) & identification of concept • phase two -- Testing the attainment of concept ---correctly identifying additional unlabeled examples ---generating own examples. • phase three, ---Analysis of thinking strategies –analyze the strategies by which they attain concepts/ describe thoughts. Dr.Amit Hemant Mishal,Associate Professor 6
  • 7. • 2. Social System – (Pre-Implementation)----Teacher choose concept, selects and organizes, sequences positive and negative examples. • 3. Principle of Reaction—(Implementation)-----Teacher needs to be supportive of students guesses. Later , teacher shows support while taking students attention towards analysis of their concepts and their thinking strategies. • 4. Support System --- List of positive and negative examples --known beforehand • 5. Instructional & Nurturant Effects – Dr.Amit Hemant Mishal,Associate Professor 7
  • 8. • Instructional effects ----direct effect of an instruction on students' cognitive, affective and psychomotor domain. • Nurturant effects ----indirect effect other than the teacher intends to achieve through the model. • With abstract concepts, the strategies nurture an awareness of alternative perspectives, a sensitivity to logical reasoning in communication and a tolerance of ambiguity. Dr.Amit Hemant Mishal,Associate Professor 8
  • 9. The instructional and nurturant effects of Concept Attainment Model are depicted in the following figure. Nature of Concept Improved Concept Building Strategies Self Concept Inductive Reasoning Instructional & Nurturant Effects Awareness of Alternative perspectives Tolerance of Ambiguity Sensitivity to logical reasoning in communication Instructional Effects ________ Nurturant Effects ------------ Dr.Amit Hemant Mishal,Associate Professor 9
  • 10. promotes student learning through -----a process of structured inquiry. helps pupils understand and learn concepts -----by identifying attributes/ key features through a process of analysis, comparison, and contrasting of examples. Two sets of examples are used in this strategy – Yes/POSITIVE (examples that have attributes of the concept) and No/NEGATIVE(examples that do not have attributes of the concept) examples. Dr.Amit Hemant Mishal,Associate Professor 10
  • 11. Basic Steps • 1. Selecting , define a concept • 2. Developing positive and negative examples • 3. Introducing the process to the students • 4. Presenting the examples • 5. Listing the attributes • 6. Developing a concept / definition • 7. Giving additional examples • 8. Discuss the process with the pupils • 9. Evaluate Dr.Amit Hemant Mishal,Associate Professor 11
  • 12. Teacher Activity / Planning -- CAM Strategy •Choose the concept to developed. ( concept with well-defined attributes. •Prepare “yes/positive” and “no/negative” examples. •Some of the yes/positive examples should have a high attribute value (meaning it should be a clear representative of the concept) Dr.Amit Hemant Mishal,Associate Professor 12
  • 13. Implementation---- CAM Strategy Introduce strategy- what you will be doing –what students have to do Teacher can start by saying pupils—I have one concept in my mind………..but I want you to identify the concept. I will throw/write/show some examples .You have to identify the concept. Teacher has to make two columns on the board , title them as “Yes/Positive” and “No/Negative.” Dr.Amit Hemant Mishal,Associate Professor 13
  • 14. •Present each example and write them in the appropriate column. One in ‘Yes/Positive’ and one in ‘No/Negative’. In other Words ,teacher should Present the first example by saying, “This is a YES.” Place / Write--- it under the appropriate column. i.e. ______________is a YES •Present the example and say, “This is a NO.” Place/Write it under the NO column. i.e._______ is a NO •Teacher will have to repeat this process until there are three/four examples under each column—YES & NO Columns Dr.Amit Hemant Mishal,Associate Professor 14
  • 15. Start with three/four examples in each column. You can tell students to observe well. Ask to look at the examples under YES column and discuss how they are alike. (Ask “What do they have in common?” Tell pupils to observe, analyze , compare the examples shown Make a note -----tell them to compare within the group (find similar attributes in the “yes” group) and between the groups (find how “yes” and “no” examples differ from each other). Write the attributes listed by the students on the other side of the board. Dr.Amit Hemant Mishal,Associate Professor 15
  • 16. Next step Add more two/three/four more examples to each column----Yes/No Column. Instruct students to further more minutely look at the the attribute list, polish/ modify attribute list by further---analyzing the additional examples shown/written( unlabeled examples ) Teacher should ask pupils whether they are able to identify the concept. Teacher should keep saying “not to say aloud ,just let me know if you have identified concept” Those pupils who have identified the concept can be encouraged to add /generate -- more “yes” examples to the yes column. At the same time ,teacher should encourage other students to examine the examples given by their peers-------to identify the concept. Dr.Amit Hemant Mishal,Associate Professor 16
  • 17. Teachers can motivate, probe ----to help other students identify the concept. Once identified, help students define it using the list of identified attributes. Additional – Teacher can place/write in bold the HEADING of CONCEPT at the top of the YES column (_____________),similarly for the NO column (Not _________). Last step teacher can either present pupils with examples tell them to classify as yes and no or else teacher could tell pupils to suggest more Yes and No examples of the concept along with explanation to it. This will help to further better fixing up the concept in pupils mind and at the same time to test the pupils understanding Dr.Amit Hemant Mishal,Associate Professor 17
  • 18. YES /POSITVE (+) EXAMPLES NO /NEGATIVE (-) EXAMPLES ATTRIBUTES Eg.1 Eg.1 Eg.2 Eg.2 Eg.3. Eg.3. “ “ “ “ “ “ “ “ “ “ “ “ “ “ “ “ IDENTIFY THE CONCEPT USING THE ATTRIBUTES DEFINE THE CONCEPT(CRUDE DEFINITION WITH HELP OF ATTRIBUTES- FAIR DEFINITION- WRITE/STICK/SHOW) YES /POSITIVE (+) EXAMPLES NO /NEGATIVE(-) EXAMPLES ATTRIBUTES Eg.1 Eg.1 Eg.2 Eg.2 Eg.3. Eg.3. Dr.Amit Hemant Mishal,Associate Professor 18
  • 19. Merits/Advantages Learner Centered Strategy Very powerful teaching-learning strategy. Inquiry Based Approach Suitable for all type of learners- Only careful instructions/ grouping/individual level ----accordingly care to be taken. To introduce new concepts more useful Comparatively More useful to teach grammar, science ,math concepts more useful . Even social studies it will be useful depending on the concepts. Dr.Amit Hemant Mishal,Associate Professor 19
  • 20. Learners are active participants ; it engages in formulating a concept More Attention , retention Learning concepts using Maxim known to unknown Learners get opportunity to observe, think , critically analyze , reason out, compare, classify and categorize information It is a strategy which helps learners to examine and understand a concept from multiple perspectives thus even strengthening understanding and retrieval of the concept. Dr.Amit Hemant Mishal,Associate Professor 20
  • 21. All THINKING ABILITIES OF LEARNERS-CHALLENGED –IN CAM • Students catch onto the idea before others are able to resolve the concept and then are invited to suggest their own examples, while other students are still trying to form the concept. • For this reason, concept attainment is well suited to classroom use because all thinking abilities can be challenged. • With experience, children become skilled at identifying relationships in word cards or specimens. With carefully chosen examples, it is possible to use concept attainment about how to teach almost any concept in all subjects.” Dr.Amit Hemant Mishal,Associate Professor 21
  • 22. Demerits • 1. Time Consuming • 2. All concepts, all subjects not applicable • 3. More load on teachers • 4. Examples – limitations may arise either at starting stage/later stage. Dr.Amit Hemant Mishal,Associate Professor 22
  • 23. Role of Teacher/Educational Implications • 1. Teachers need to plan out which examples will be given first, which later. • 2.Teacher need to have list of those examples ready so that accordingly order of examples can be decided /Shared with students. • 3.Teacher need to think, plan whether to display examples or write them on board/Sheets of paper/flash cards share ready made worksheet with spaces /give task in groups depends. • 4. Teachers can use illustrations, word cards or specimens for -- examples. Dr.Amit Hemant Mishal,Associate Professor 23
  • 24. References: • Joyce B. R . , Calhoun. E. , Hopkins. D. (2010). Models of Learning, Tools for Teaching( 3rd Edition) . McGraw-Hill Open University Press; 3rd edition Dr.Amit Hemant Mishal,Associate Professor 24