Bruner and his associates mainly to explain the nature of concepts and the strategies of concept formation. Description of the model.
In the first phase of the model, the teacher presents the positive and negative examples in the concept attainment art lesson plan sequence.
This data may be in the form of picture anecdotes, concept attainment art lesson plan, sketches, diagrams, events or any other illustrations. The pupils are told that there is one idea common in all positive examples and they have to compare and justify the attributes and form some hypotheses about the concept. When the pupils have analyzed the examples and hypothesized, the teacher asks the students to state a definition according to the essential attributes.
Teacher restates definition according to essential attributes. The students identify them as positive or negative. The teacher asks for reasons and confirms their hypotheses. When he knows that the students have attained the concept, he names the concept. He does not ask the students to name it become they concept attainment art lesson plan not familiar with the name of the concept.
Only when the students have already attained the concept Prior of the Cam lesson and the teacher uses the model for concept clarification and he may ask the students to name the concept. To test the attainment of the concept further, the teacher asks the pupils to generate examples and label then as positive or negative instances of the concept. In the third phaseconcept attainment art lesson plan, of the model the teacher analyses the thinking strategies employed by the students.
Concept attainment art lesson plan students report their pattern of hypothesizing, whether they focused on attributes or concepts, whether they did so, one at a time or several at once, and how they changed their hypotheses when it was not confirmed.
In the model, mainly two kinds of strategies are used-who list and partist. The wholist strategy is to take the first positive instances of the concepts as a whole, i. In the partist strategy the choice of a hypothesis is based on only part of the initial example. If the initial hypothesis is not confirmed then the partist refers back to all prior instances and chooses another hypothesis. The model has a moderate structure. The teacher assumes a major role initially in choosing the concept, selecting and intstinal bacterial infections caused by antibiotics or sequencing the data.
The teacher controls action but with subsequent phases students interaction is encouraged. In the Reception Oriented Model the structure moves are there tests for antibiotic allergies high to moderate.
The model emphasized teacher support during the flow of the lesson with due with due regard to hypothetical nature of discussion. Pupils should be helped in creating a dialogue in which students test their hypotheses against each other. The teacher should encourage analysis of the merits of various strategies rather than attempting to seek the one best strategy for all pupils in all situations. Well organized reference material is the most essential support required for this model, concept attainment art lesson plan, carefully selected and organized materials and data in the form of discrete units easily serves as examples, concept attainment art lesson plan.
The Concept Attainment Model accomplishes several instructional goals depending on the emphasis of the particular lesson. Understanding the nature of concepts, specific concepts, improved concept building strategies and inductive reasoning ability are the instructional effects of the model. The nurturant effects come from experiencing the environment created by the model. These effects are sensitivity to logical reasoning in communication, tolerance of ambiguity but appreciation of logic and awareness of alternative perspectives.
Role of teacher in the model. The teacher using the reception model of concept attainment should choose the concept, select and organize the material into positive and negative examples and sequences the examples: For this the teacher has to keep the material well structure.
Thus the teacher acts as a recorder. Later he presents cues and additional data. He is a supportive agent. The student does not invent new concepts but attains the ones selected by the teacher. Application of the Model. The Concept attainment model is useful with all ages and grate levels. But a teacher will have to absorb the essential ideas of the model and incorporate these into natural teaching style and form. The model can be used in opening up a new conceptual area by inviting a sequence of individual or group inquiries.
It also helps in inductive reasoning. Name of the teacher: Name of the concept: Definition of the concept: A level is a simple machine that rotates. New Knowledge library Encyclopedia, concept attainment art lesson plan.
Presentation of data and identification of the concept. Teacher presents labeled examples i. Testing the attainment of the concept. Teacher restates the definitions of lever according to the essential attributes. Pupils are asks to. Analysis of the thinking strategies. Newer Post Older Post Home.
Phase — I Presentation of data and identification of the concept. Phase II Testing the attainment of the concept. Phase III Analysis of the thinking strategies.