Primary Mission: Concept Attainment
EDTE 280, Group Four Presentation
Group Members
Derek Oliver
Summary & References
Carl Thelen
Introduction
Susan Bruno
Lesson
Randall Ulrich
Summary & References
Mela Bennett
Handouts
Introduction
Our lesson is about colors. The location is a classroom,
though this lesson can really be used anywhere. The
level is first grade, so the audience is six-year-olds.
As kids grow up, they learn their colors. However, for
them colors are just colors -- they don't have any
different categories. Yet. Our lesson introduces them to
the most basic category of colors, the Primary Colors.
You remember those, right? Red, yellow, blue. Not the
new-fangled RGB used in computer graphics, or Cyan,
Magenta, Yellow, Black used in printing. Just red,
yellow, and blue, like our shirts.
Introduction
Per Pritchard's plan including concept, rule, and critical
attributes:
Our concept is Primary Colors.
The rule is: Primary colors are Red, Yellow, and Blue.
The critical attributes are:
A) It's a color.
B) It's red, yellow or blue
C) The object doesn't matter; only the color matters.
Introduction
We will try to use both the concept attainment
model and multiple intelligences in our lesson,
using visuals and physical toys. And shirts.
So Susan will begin with background
information and the lesson. . . .
The Wonderful World of Color!
Image Placeholder
Scaffold Concepts
Attention Class!
Now that you are all six years old
again, please give Mela your
attention. She has a fun activity
for you!
Does it fit?
Does it fit?
Does it fit?
These are Primary Colors!
Red, Blue & Yellow
Boulware & Crow Article
• The Concept Attainment Strategy is an instructional
technique proposed by Jerome Bruner (Bruner, 1966; Joyce,
Weil, & Calhoun, 2004) that targets the “big idea” or
concept.
• The strategy focuses on the meaning or understanding of a
concept rather than on what the concept is called.
• Learners are given specific steps to scaffold their thinking,
which include viewing examples as well as nonexamples of
a concept.
• Phase 1: The Concept to Be Taught.
•
Phase 2: Testing Attainment of the Concept.
•
Phase 3: Analysis.
Joyce, Weil, & Calhoun Book
• Concept Attainment versus Concept Formation
oConcept Attainment: "search for and listing of
attributes that can be used to distinguish exemplars from
nonexamplars" (quoting Bruner, Goodnow, and Austin
(1967)). (p. 108.)
oConcept Formation: basis of the inductive reasoning
model. (p. 108.)
•
Exemplars: a subset of a collection of data. (p. 111)
•
Attributes: data that has features. (p. 111)
Joyce, Weil, & Calhoun Book
Joyce, Weil, & Calhoun, quoting (Tennyson and
Cocchiarella (1986): "...the first positive exemplars
presented should be the clearest possible prototypes..."
(p.116)
References
Pritchard,
Johnson,
Joyce, B.,
Williams,
J.,F.
P.,
Weil,
Carlson,
F.&
Carnine,
M.,
&
S.,Teaching
Calhoun,
Kastl,
D.L.(1981).
J.,
thinking
E.
& (2009).
Kastl,
Relationship
across
R.
Models
(1992,
the
between
of
curriculum
Boulware,
B.,
&(1994).
Crow,
M.
March).
Using
the
concept
References
available
in(2008,
accompanying
handout
November/December).
with
teaching
range
the
ofconcept
examples
(8th
ed.).
attainment
and
Boston,
Developing
of instructions
model.
MA:
Pearson
conceptual
Descriptive
and
Education.
attention
report.
in
attainment
strategy
to
enhance
reading
comprehension.
thinking:
Retrieved
concept Teacher,
attainment.
The
February
concept
2,Journal
attainment
2009,
from
of Educational
model.
ERIC database.
Clearing
Research,
Reading
61(6),
491-495.
Retrieved
January
20,
House,
74(3).from
Retrieved
66(2),
117-121.
January
Retrieved
19, 2009,January
from Academic
20, 2009,
2009,
ERIC
database.
from
Search
ERIC
Premier
database.
database.
Thank you…any questions?