Concept AttainmentInquiry Lessons

Is used to teach concepts, patterns and abstractions

Brings together the ideas of inquiry, discovery and problem-solving

Direct Objective: To teach facts and

rules Teacher reviews previous

day’s work Teacher presents new

content Teacher provides opportunity

for guided practice Teacher provides feedback

and corrections Teacher provides opportunity

for independent practice Teacher provides regular

reviews and re-teaches unlearned content

Indirect Objective: To teach concepts,

patterns and abstractions Teacher begins with an

advance organizer Teacher focuses student

responses using induction or deduction

Teacher presents examples and non-examples

Teacher draws from students’ experiences

Teacher uses questions to guide discovery

Teacher moderates discussion to firm up and extend generalizations

Gain attention Inform learner of the objective Stimulate recall of prerequisite learning Present stimulus material Elicit desired behavior Provide feedback Assess the behavior

A movement where lessons are designed and sequenced to encourage students to use their own experience to actively construct meaning that makes sense to them, rather than acquiring understanding by having it presented in an organized format

Includes an-depth study of a limited number of important topics

Requires higher-order thinking skills that ask students to gather information in non-routine applications

Uses authentic assessment to evaluate student progress

InductiveA thinking process used

when a set of data is presented and students

are asked to draw conclusions, make generalizations or

develop patterns of relationships from the

set of data

Deductive

A thinking process that proceeds from principles or

generalizations to their application in specific

instances

InductionStarts with a specific

observation of a limited set of data and ends with a generalization about a much

broader context

DeductionProceeds from

principles or generalizations to their application in

specific contexts. It is the testing of a generalization to see if it holds in

specific instances

Inductively Teacher presents specific

data from which a generalization can be drawn

Students are shown examples and nonexamples containing a generalization

Each student is allowed uninterrupted time to observe or study data that illustrates a generalization

Deductively Teacher introduces the

generalization Teacher reviews facts or rules

needed to form a generalization

Students raise a question, pose a hypothesis or make a prediction

Data, events, materials or objects are gathered ad observed to test a hypothesis

Results of the test are analyzed and a conclusion is made as to whether the prediction is supported by the data

Developed to teach key concepts that serve as foundations for higher-level thinking and to provide a basis for mutual

understanding and communication

Jean Piaget – humans are always striving to make sense of their environment and as they develop they depend more on abstract thinking

Jerome Brunner – as children grow they learn to depend more on symbolic modes of representation

David Ausebel – children need concept maps to help them visualize abstract concepts

Howard Gardner –human beings are intelligent in eight different ways

Involves the process of constructing knowledge and organizing information into

comprehensive and complex cognitive structures

Involves putting things into a class and then being able to recognize

members or attributes of that class

They can be placed into categories They are learned through examples and

nonexamples They are influenced by social context They have definitions and labels They have critical attributes

Labels and definitions permit mutual understanding and communication with others about the concept

They are prequisites for concept teaching

Attributes help define them Equilateral triangle is a triangle with

three equal sides There are critical and noncritical

attributes

Distinguishing features of an object or an idea

Quadratic equations Acculturation Contact sports Democracy Photosynthesis Concerto Conservation

The process of defining concepts by finding those attributes that are absolutely essential to the

meaning and disregarding those that are not; the ability to

discriminate between what is and is not an example of the concept

Concept Maps – graphic representations of the abstract concepts

Conceptual Webs – visual representations of abstract processes

Graphic Organizers - visual images that help highlight the critical attributes of a concept and make the concept more concrete for students

See p. 339

Selecting concepts Deciding on an approach

Direct presentation Concept attainment

Defining the concept by identifying the critical attributes

Analyzing the concept for examples and non-examples

Present goals and establish set Introduce the process to students Present examples and non-examples Develop a concept definition Give additional examples Test for concept attainment Evaluate student thinking processes

Select and define a concept Select the attributes Develop positive and negative examples Introduce the process to the students Present the examples and list the attributes Develop a concept definition Give additional examples Discuss the process with the class Evaluate

An indirect model used to help students think deductively to

solve problems or test theories

Extablish objective and set Introduce problem and process Demonstrate the process

Gather data Develop a theory Verify the theory Explain the theory

Analyze and evaluate the process