Goals for Class To learn about the interactive teaching model called concept teaching

Goals for ClassGoals for Class

To learn about the interactive teaching To learn about the interactive teaching model called concept teaching.model called concept teaching.

Let’s Solve a Mystery!Let’s Solve a Mystery!

What’s the Concept?What’s the Concept?

Rationale for Rationale for Concept Teaching Model:Concept Teaching Model:

Learning a subject would be impossible Learning a subject would be impossible without understanding concepts.without understanding concepts.

Knowing concepts allows individuals to make Knowing concepts allows individuals to make meaning of ideas and serve as foundation for meaning of ideas and serve as foundation for higher level thinking.higher level thinking. To classifyTo classify To derive rules and principlesTo derive rules and principles To relate ideas in a network (schemata) that guide our To relate ideas in a network (schemata) that guide our

thinking.thinking. Knowing concepts provides a basis for mutual Knowing concepts provides a basis for mutual

understanding and communication.understanding and communication.

SOLVE THE MYSTERY!SOLVE THE MYSTERY!YESYES

ExamplesExamples

NONONon ExamplesNon Examples HYPOTHESESHYPOTHESES

SOLVE THE MYSTERY!SOLVE THE MYSTERY!YES (Examples)YES (Examples) NONO

(Non Examples)(Non Examples)

1. Cat1. Cat 2. Train2. Train

4. Fish4. Fish 3. Air3. Air

6. Tree6. Tree 5. Clouds5. Clouds

8. Mushroom8. Mushroom 7. Television7. Television

10. Egg 10. Egg (embryo)(embryo) 9. Sun9. Sun

11. Flower (11. Flower (Plant)Plant) 12. Wind12. Wind

13. Butterfly13. Butterfly 14. Fire14. Fire

15. Seed (embryo)15. Seed (embryo)

16. Squid16. Squid

Planning for Concept TeachingPlanning for Concept Teaching

Deciding on Method: Deciding on Method: Direct or Direct or Concept AttainmentConcept Attainment

Concept AnalysisConcept Analysis Sequencing Examples and Non Sequencing Examples and Non

ExamplesExamples Use of Visual ImagesUse of Visual Images Plan for Materials, Time and SpacePlan for Materials, Time and Space

TimeTime

TEACHER ACTIONTEACHER ACTION TIMETIME

Clarify aims, establish set, Clarify aims, establish set, explain procedure.explain procedure.

5 min.5 min.

Four PhasesFour Phases 20 min20 min

Analyzing Thinking and Analyzing Thinking and Integrating LearningIntegrating Learning

5 min.5 min.

What are Concepts?What are Concepts? Concepts are basic building blocks for Concepts are basic building blocks for

thinking.thinking. Concepts are smaller ideas that are part of Concepts are smaller ideas that are part of

bigger ideas - rules and generalizationsbigger ideas - rules and generalizations Concepts can be classified and related. Concepts can be classified and related. In the In the Knowledge DimensionKnowledge Dimension, concepts are , concepts are

considered considered Factual KnowledgeFactual Knowledge - elements - elements that are related in statements of that are related in statements of Conceptual KnowledgeConceptual Knowledge

Identify the Concepts.Identify the Concepts.Factual KnowledgeFactual Knowledge

(Concepts)(Concepts)Conceptual KnowledgeConceptual Knowledge

Planets, SunPlanets, Sun 1. 1. PlanetsPlanets revolve revolve around the around the sun.sun.

Animals, HabitatsAnimals, Habitats 2. 2. AnimalsAnimals live in live in different different habitatshabitats..

Temperature, Temperature, Sunlight, SeasonSunlight, Season

3. 3. TemperatureTemperature and and sunlightsunlight vary vary according to the according to the seasonseason. .

Now, It’s Your Turn!Now, It’s Your Turn!Identify the Concepts.Identify the Concepts.

Factual KnowledgeFactual Knowledge

(Concepts)(Concepts)Conceptual KnowledgeConceptual Knowledge

1. Scientists use different 1. Scientists use different weather instruments to predict weather instruments to predict the weather.the weather.

2. Animals adapt to their 2. Animals adapt to their environment.environment.

3. Lift, drag (friction), gravity, 3. Lift, drag (friction), gravity, are forces that affect flight. are forces that affect flight.

A concept is A concept is factual knowledgefactual knowledge that has . . . that has . . .

a name or labelcritical

attributes

examplesor

nonexamples

ordinate,subordinate,

andsuperordinate

concepts

superordinate

ordinate

subordinate

Non Living Things

Living Things

Animal

Plant

Squid

Physical World

superordinate

ordinate

subordinate

Scientist Teacher

Elementary Classroom

Resource Teacher

Science Teacher

Careers

Concept Analysis: Concept Analysis: AnimalAnimal Label = Label = AnimalAnimal Definition = Definition = A living thing that consumes energy from A living thing that consumes energy from

other living things, grows and develops, reproduces, and other living things, grows and develops, reproduces, and moves around.moves around.

Critical Attributes Critical Attributes living thing, cannotliving thing, cannot produce own produce own food; consumes other living thingsfood; consumes other living things

Examples = Examples = fish, bird, amphibian, reptile, mammal, fish, bird, amphibian, reptile, mammal, mollusks, insectsmollusks, insects

Nonexamples = Nonexamples = grass,grass, maple tree, daisy, pine treemaple tree, daisy, pine tree Superordinate -Superordinate - Living Things Living Things Ordinate -Ordinate - Plants, Protists, Bacteria, Fungi Plants, Protists, Bacteria, Fungi Subordinate -Subordinate - Invertebrates, Vertebrates Invertebrates, Vertebrates

Two Methods of Teaching ConceptsTwo Methods of Teaching Concepts

Method:Method:

Direct Direct PresentationPresentation

Method:Method:

Concept Concept AttainmentAttainment

Type of Type of ThinkingThinking

DeductiveDeductive InductiveInductive

Defining Defining Concept and Concept and Critical Critical AttributesAttributes

Beginning of Beginning of lessonlesson

End of LessonEnd of Lesson

ApproachApproach Teacher Teacher centeredcentered

Student Student centeredcentered

Instructional SequenceInstructional Sequence Direct PresentationDirect Presentation

Clarifying Aims and Establishing SetClarifying Aims and Establishing Set Three PhasesThree Phases

Phase 1Phase 1 Defining Concept and Critical AttributesDefining Concept and Critical Attributes Phase 2Phase 2 Presenting of Examples and Non ExamplesPresenting of Examples and Non Examples Phase 3Phase 3 Testing for Concept AttainmentTesting for Concept Attainment

Analyzing Thinking and Integrating LearningAnalyzing Thinking and Integrating Learning

Instructional SequenceInstructional Sequence Concept AttainmentConcept Attainment

Clarifying Aims and Establishing SetClarifying Aims and Establishing Set Four PhasesFour Phases

Phase 1Phase 1 Presenting of Examples and Non Presenting of Examples and Non ExamplesExamples

Phase 2Phase 2 Formulating and Refining Tentative Formulating and Refining Tentative HypothesesHypotheses

Phase 3Phase 3 Testing HypothesesTesting Hypotheses Phase 4Phase 4 Generate New ExamplesGenerate New Examples

Analyzing Thinking and Integrating Analyzing Thinking and Integrating LearningLearning

Accommodating Diverse Accommodating Diverse LearnersLearners

Visual ImagesVisual Images Graphic or Data OrganizersGraphic or Data Organizers Working Individually and Working Individually and

CollaborativelyCollaboratively

NOW IT”S YOUR TURN!NOW IT”S YOUR TURN!Analyze a concept from your Unit.Analyze a concept from your Unit.

LabelLabel DefinitionDefinition Critical AttributesCritical Attributes Examples and Non ExamplesExamples and Non Examples Superordinate, ordinate, subordinate Superordinate, ordinate, subordinate

conceptsconcepts

Concept Analysis: Concept Analysis: Living Things (Alive)Living Things (Alive)

Label = Label = Living ThingsLiving Things Definition = Definition = A living thing is an object or material made of A living thing is an object or material made of

cells that can obtain and use energy, respond to the cells that can obtain and use energy, respond to the environment, grow and develop, move, and reproduce.environment, grow and develop, move, and reproduce.

Critical Attributes Critical Attributes able to obtain and use energy, respond able to obtain and use energy, respond to the environment, grow and develop, move, reproduceto the environment, grow and develop, move, reproduce

Examples = Examples = cat, fish, cloud, oak tree, mushroom, egg cat, fish, cloud, oak tree, mushroom, egg (embryo), flowering plant, butterfly, seed (embryo)(embryo), flowering plant, butterfly, seed (embryo)

Non examples = Non examples = train, air, television, sun, wind, firetrain, air, television, sun, wind, fire Superordinate -Superordinate - Physical World Physical World Ordinate -Ordinate - Living Things, Non Living Things Living Things, Non Living Things Subordinate -Subordinate - Animals, Plants Animals, Plants

Instructional SequenceInstructional Sequence Clarifying Aims and Establishing SetClarifying Aims and Establishing Set Four PhasesFour Phases

Phase 1Phase 1 Presenting of Examples and Non Presenting of Examples and Non ExamplesExamples

Phase 2Phase 2 Formulating and Refining Tentative Formulating and Refining Tentative HypothesesHypotheses

Phase 3Phase 3 Testing HypothesesTesting Hypotheses Phase 4Phase 4 Generate New ExamplesGenerate New Examples

Analyzing Thinking and Integrating Analyzing Thinking and Integrating LearningLearning

Phases of the Concept Attainment Strategy

Phase One: Presenting Examples & Nonexamples Teacher presents yes and no examples while students

compare/contrast

Phase Two: Formulating and Refining Hypotheses Students formulate tentative hypotheses while teacher records Students examine additional examples and choose/refine

hypothesesPhase Three: Testing Hypotheses Students label and define concept Teacher confirms hypothesis, names concept, and states

attributes Students identify additional examplesPhase Four: Generate New Examples Students generate examples, reflect, and apply the concept in

a new context

Concept: Concept: Math Facts with a Sum of TenMath Facts with a Sum of Ten

Label = Label = Math Facts with a Sum of TenMath Facts with a Sum of Ten Definition = Definition = adding of numbers that equal the sum of adding of numbers that equal the sum of

ten.ten. Critical Attribute = Critical Attribute = include at least two variables and include at least two variables and

sum of numbers must equal tensum of numbers must equal ten Examples = Examples = 1+9, 2+8, 3+7, 4+6, 5+5, 1+2+7, 2+2+6, 1+9, 2+8, 3+7, 4+6, 5+5, 1+2+7, 2+2+6,

3+3+3+13+3+3+1 Non Examples = Non Examples = 2+9, 3+8, 4+7, 5+62+9, 3+8, 4+7, 5+6

Example of Four PhasesExample of Four PhasesPHASE 1 PHASE 1 Presenting Examples and Non ExamplesPresenting Examples and Non Examples Present the first card by saying, "This is a YES." Place it under the Present the first card by saying, "This is a YES." Place it under the

appropriate column. i.e. 5+5 is a YESappropriate column. i.e. 5+5 is a YES Present the next card and say, "This is a NO." Place it under the Present the next card and say, "This is a NO." Place it under the

NO column. i.e. 6+6 is a NONO column. i.e. 6+6 is a NO Repeat this process until there are three examples under each Repeat this process until there are three examples under each

column.column. Compare. How are the examples similar? What to they have in Compare. How are the examples similar? What to they have in

common.common.

PHASE 2 PHASE 2 Formulating and Refining Tentative HypothesesFormulating and Refining Tentative Hypotheses For the next three examples under each column, ask the students For the next three examples under each column, ask the students

to decide if the examples go under YES or NO.to decide if the examples go under YES or NO. At this point, there are 6 examples under each column. Several At this point, there are 6 examples under each column. Several

students will have identified the concept but it is important that students will have identified the concept but it is important that they not tell it out loud to the class. they not tell it out loud to the class.

Example of Four PhasesExample of Four PhasesPHASE 2 PHASE 2 Formulating and Refining Tentative HypothesesFormulating and Refining Tentative Hypotheses Students can Students can showshow that they know the concept by giving an example that they know the concept by giving an example

of their own for each column. At this point, the examples are student-of their own for each column. At this point, the examples are student-generated. generated.

Ask the class if anyone else has the concept in mind. Students who Ask the class if anyone else has the concept in mind. Students who have not yet defined the concept are still busy trying to see the have not yet defined the concept are still busy trying to see the similarities of the YES examples. Place at least similarities of the YES examples. Place at least three more examplesthree more examples under each column that are student-generated.under each column that are student-generated.

PHASE 3 PHASE 3 Testing HypothesesTesting Hypotheses Discuss the process with the class. Once most students have caught Discuss the process with the class. Once most students have caught

on, they can define the concept. Once they have pointed out that on, they can define the concept. Once they have pointed out that everything under the YES column has an answer of 10, then print a everything under the YES column has an answer of 10, then print a new heading at the top of the column (10 Facts). The print a new new heading at the top of the column (10 Facts). The print a new heading for the NO column (Not 10 Facts)heading for the NO column (Not 10 Facts)

PHASE 4 PHASE 4 Generate new examplesGenerate new examples

Phases of the Concept Phases of the Concept Attainment StrategyAttainment Strategy

Phase One: Phase One: Presenting Examples Presenting Examples and Non Examplesand Non Examples

Phase Two: Formulating and Refining Tentative

Hypotheses

Phase Three: Testing Hypotheses

Phase Four: Generating New Examples

Phase One: Presenting Examples and Nonexamples

• Teacher presents yes and no examples.

• Students compare and contrast examples.

Phase Two: Formulating and Refining

Tentative Hypotheses• Students formulate tentative hypotheses.

• Teacher records tentative hypotheses.

• Students examine additional examples.

• Students choose and refine hypotheses.

Phase Three: Testing Hypotheses

• Students label and define the concept according to the critical attributes.

• Teacher confirms the hypothesis, names the concept, and states the critical attributes.

• Students identify additional examples to test their understanding.

Phase Four: Generating New Examples

• Students generate examples.

• Students reflect on the process.

• Students apply concept in a new and different context.

PRINCIPLES OF CONCEPT PRINCIPLES OF CONCEPT ATTAINMENTATTAINMENT

- - Conceptual ClarityConceptual Clarity

- Multiple Examples- Multiple Examples

- Dual Discrimination- Dual Discrimination

- Conceptual Competence- Conceptual Competence

This is a square.This is a square.



- - Multiple ExamplesMultiple Examples



Which is a square?Which is a square?

a b

ExamplesExamples




- - Dual DiscriminationDual Discrimination


EXAMPLES NONEXAMPLES





- - Conceptual CompetenceConceptual Competence

Which of these is a Which of these is a square?square?

a. b. c. d.

Processing Concept AttainmentProcessing Concept Attainment

What content did you learn?

What do you like about this strategy? What

makes you uncomfortable about

this strategy?

What did you learn about attaining

concepts?

What will your students like about this strategy? What will make them

uncomfortable?

Different Ways to Use Different Ways to Use Concept AttainmentConcept Attainment

1. Can be used to begin or conclude a unit of study.1. Can be used to begin or conclude a unit of study.

2. Variations2. Variations Present all of the examples and non examples to the Present all of the examples and non examples to the

students at one time and have them determine the concept students at one time and have them determine the concept and critical attributes.and critical attributes.

Present all of the examples and non examples to the Present all of the examples and non examples to the students without labeling them as such. Have them group students without labeling them as such. Have them group the examples into the two categories and determine the the examples into the two categories and determine the critical attributescritical attributes

Have the students define, identify the essential attributes of, Have the students define, identify the essential attributes of, and choose examples for a concept already learned in and choose examples for a concept already learned in class/class/

Nerf BallNerf Ball Concept GameConcept Game

The teacher makes a statement or gives a specific example of The teacher makes a statement or gives a specific example of a concept. a concept. I’m thinking of a concept and an example is Atlanta.I’m thinking of a concept and an example is Atlanta.

Students must decide if the concept is Students must decide if the concept is cities, baseball teams, cities, baseball teams, state capitals, etc.,state capitals, etc., and then provide another example of the and then provide another example of the concept he or she believes the teacher is consideringconcept he or she believes the teacher is considering..

The teacher selects a student and tosses a Nerf ball to the The teacher selects a student and tosses a Nerf ball to the student. That student must correctly identify another specific student. That student must correctly identify another specific example of the concept, and then throw the ball to another example of the concept, and then throw the ball to another student. student.

If the student gives an incorrect response, the ball is returned If the student gives an incorrect response, the ball is returned to the teacher who selects another student.to the teacher who selects another student.

I’m Going on a PicnicI’m Going on a Picnic Concept GameConcept Game

The teacher makes a statement: The teacher makes a statement: I’m going on a picnic . . . I’m going on a picnic . . . I’m taking I’m taking ?????? but I’m not taking but I’m not taking ?????????? . .

The blanks can be filled in with almost any series of words that represent a concept or pattern. For example, if the pattern involves words spelled with double letters, the teacher begins by saying, “I’m going on a picnic, and I’m taking a ball but not a bat. I’m going on a picnic, and I’m taking cheese but not bread.”

The teacher repeats the statement three or four times using different items spelled with double letters. The teacher encourages students in the class to tell what they will and will not take as soon as they think they know what the pattern or concept is.

The object is for students to recognize the pattern or concept illustrated by the items. If students are not catching on, the teacher should list the items on the board. Seeing the items written usually enables students to see the pattern within a few rounds.

Variations:“taking a trip,” “having friends over,” and “making a purchase.”

Samples of LessonsSamples of LessonsTransportation – elementary social studies: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=49988

Solutions – elementary science: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=55912

Civilizations – middle grades social studies: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=42638

Polygons – middle grades math: http://www.glc.k12.ga.us/BuilderV03/lptools/lpshared/lpdisplay.asp?Session_Stamp=&LPID=57874

SourcesSources

Arends, Richard. (2009). Arends, Richard. (2009). Learn to Teach.Learn to Teach. Chapter 9 Chapter 9

http://www.glc.k12.ga.us/pandp/critthink/conceptattainment.htmhttp://www.glc.k12.ga.us/pandp/critthink/conceptattainment.htm

Documents

Goals for Class To learn about the interactive teaching model called concept teaching