This document provides an overview of the Concept Attainment Model (CAM) for teaching concepts. It discusses why CAM is an effective approach, defines what a concept is, outlines the elements and types of concepts, and describes Bruner's steps for CAM which are recognition, classification, definition, and generalization. It also explains the phases, syntax, principles, social system, support system, and effects of using CAM for conceptual instruction.

1. CONCEPT ATTAINMENT
MODEL
Dr. Shanti Tejwani
Asst. Professor
M.B. Khalsa Institute of Education Indore
shanti_tejwani@yahoo.com

2. Why CAM ?
Whenever Teacher use lecture method – teacher presents
less examples these examples are related to the
particular concept i.e. Positive examples of the
concept.
Whenever teacher presents less examples or abstract
examples or not related to their environment for that
students understanding of that particular concept is
very less.
So that for better understanding of concept CAM is
necessary

3. For better understanding :
Bruner
Gudnov and
Austin (1967)
presents some principles
on the basis of those
principles they suggested :----CAM

4.  Concept ?
Words
Symbols
REPRESENTS
any Group or Class
‘

5. Some name of the concepts
 MAN
 FLOWER
 CROPS
 MINERAL
 PRESSURE
 BODY
 NOUN
 ADJECTIVE

6.  BRUNER : (1967)
Formation of any group or category is
known as CONCEPT.
More than one EXAMPLE
COMMON ATTRIBUTES

7. DEFINITIONS
 MANN
“Concept is the process which represents the
commonness in different things or events.”
Dececco (1968)
Concept as a class of stimuli which have common
characteristics.

8.  Tennison
Concept is the group of specific things,
symbols or events having similar characteristics
and can be denote by specific name or symbols.

9. KINDS OF CONCEPTS
ladYiuk ds izdkj
 ABSTRACT AND :
Intelligence, Love, Happiness, Sadness,
Customs
 CONCRETE :
Book, Cell, Triangle, Cuboids

10.  PRIMARY AND SECONDARY
P __ Not dependent on other ---- Tree , Noun
S __ Dependent on others---- Adverb -- Society
Mixed Economy

11.  Structured and unstructured
S --- Meaning is same for all,
Science related Concept
U-- Meaning is different for different people
Social science related Concept.

12. ladYiuk ds ?kVd Elements of Concept - Bruner
 ATTRIBUTES
 EXAMPLES
 ATTRIBUTE VALUES

13. JW & 1978
 NAME
 ESSENTIAL ATTRIBUTES
 NON-ESSENTIAL ATTRIBUTES
 POSITIVE EXAMPLES
 NEGATIVE EXAMPLES
 RULE

14. STEPS OF CAM : BRUNER
 RECOGNITION OR IDENTIFICATION
 CLASSIFICATION
 DEFINITION
 GENERALISATION

15. STRATEGIES OF CAM
RECEPTION ORIENTED
SELECTION ORIENTED
UNORGANISED MATERIALS

16. Terms Related with Model
 Educational Effects ‘
 Nurturant Effects
 Phases
 Syntax
 Principle of Reaction
 Social System
 Support System
 Lesson Plan Format
 Work Sheet
 Teaching Analysis Guide
 Thinking strategies
Wholist and Partist

17. EFFECTS OF CAM
INSTRUCTIONAL
NURTURANT
CAM
Conceptual
Flexibility
Inductive
Reasoning
Tolerance of
Ambiguity
Concept
Learning
Strategy
Concept,
Conceptual
System and
their
Application
Nature of
Concept

18. izHkko
vuqns’kukRed
iks"kd izHkko
CAM
ladYiukRed
yksprk
vkxeu
rdZ
lafnX/k voLFkk
ladYiuk
vf/kxe
'kSyh
ladYiuk]
ladYiukRed
iz.kkyh rFkk
muds iz;ksx
ladYiuk dh
izd`fr

19. PHASES AND SYNTAX
PHASES: The phases reflects what kind of activities
would be used in that particular step. Group of
activities is known as phases.
SYNTAX : The syntax means the phases included in the
model, describes models in action. Each model has
some fixed steps. These steps show that what kind of
activities would they use it describes the activities.

20. Syntax of the CAM
Phase One:
Presentation of Data and
Identification of Concept
Phase Two:
Testing Attainment of
the Concept
-Teacher presents labeled example.
-Students compare the attributes in
+ve and –ve examples.
-Student generate and test hypo.
-Students state a definition
according to essential attributes.
-Student identify additional
unlabeled examples as Y or N.
-Teacher confirms hypo, names and
concept and restates definition
according to essential attributes.
-Students generate examples.
Phase Three: Analysis of Thinking Strategy
Students describes thoughts
Students discuss role of hypotheses and attributes
Students discuss type and number of hypotheses

21. Principle of Reaction
 Teacher wants to supportive to students hypotheses
 Help students balance one hypothesis against another
 Teacher should be attentive towards analysis of their concept
and their thinking strategies.
 Teacher Confirm the correctness of the examples which given by
students.

22. Social System
The model has moderate structure the teacher control
the sequence but open dialogue in the later phases
student interaction encouraged. It tells about the role of
teachers and students.
The role of Teacher
 Selection of concept
 Design appropriate positive and negative examples
 Choosing media for presenting examples
 Selection of additional material (lebelling)
 Providing clues or prompt
 Helping students in forming hypothesis
Role of Sudents
 Follows the instructions of teachers
 Filling the worksheet (formulation of hypothesis writing
attributes of concept lebeling of unlablled examples)

23. Support system
Requirement of the lesson for the concept attainment
are the part of the support system i.e.
 Positive examples &Negatives examples (the data
should be known before hands and attribute visible)
 Requirement of the media for presenting the examples
Blackboard for recording the attribute describe by the
learner.

24. Lesson Plan Format
 Lesson plan for a each model has a different
format like wise in CAM it has definite structure
which we can see after words. By using lesson
plan guidelines a lesson is developed in a specific
format.

25. Work Sheet
In the model, learner note all the activities on a sheet
and this is used to analyze the activities of the students
in the last of lesson and to give feedback to learners.

26. Work Sheet for Reception Oriented CAM
Lohd`r vfHkeq[kh ladYiuk izkfIr izfreku ds fy, dk;Zi=
Name of the Student…………Name of the School…….
Subject ………………. Topic………..
Class………………………. Date…………..
Examples Presented by Teacher Attributes/ Hypotheses
Positive Negative
Name of the Concept ……………………………………
Essential Attributes of Concept …………………
………………………………………………………………………..
Definition of the concept ……………………………..

27. Teaching Analysis Guide
It is an observational schedule which shows the
teachers performance while presenting the
CAM. It is feedback device and tells how
efficiently and up to what extent teacher
perform the prescribed activities.

28. Thinking Strategy
 Wholistic: Keep many attributes in mind and has to
eliminate non defining elements at a time. Color size
shape
 Partistic Strategy : Keep one attribute in mind at a time
and try to find out the same attribute in the other
examples. If the student focus does not work out he
reject the hypothesis and then think on the basis of
other attribute of the positive examples and then they
think so on.