TEA Second SessionSteven Camicia, Ph.D.TEALUtah State University

Group Norms

Concept attainment1. Start with a concept.2. Define critical attributes-What things/qualities must

something have to be considered an example of the concept.

3. Give examples and non-examples of things that qualify for the concept.

4. Definition: An example has all of the critical attributes. A non-example lacks one or more of the critical attributes.

5. Students produce there own non-example of the concept.

6. Students change the non-example into an example by changing a critical attribute.

3

Concept attainment

1. Start with a concept.2. Define critical attributes-What

things/qualities must something have to be considered an example of the concept.

3. Create a data retrieval chart with critical attributes listed on column heads.

4. Example of data retrieval chart

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Critical Attribute1

Critical Attribute 2

Critical Attribute 3

Critical Attribute 4

Concept attainment (Continued)1. Give examples and non-examples of

things that qualify for the concept. Definition: An example has all of the

critical attributes. A non-example lacks one or more of the critical attributes.

Write the examples and non-examples in the rows of the data retrieval chart.

5

Critical Attribute1

Critical Attribute 2

Critical Attribute 3

Critical Attribute 4

ExampleNon-ExampleExampleExample

Concept attainment (Continued)

1. Students produce there own non-example of the concept.

2. Students change the non-example into an example by changing a critical attribute.

6

Critical Attribute1

Critical Attribute 2

Critical Attribute 3

Critical Attribute 4

ExampleNon-ExampleExampleExampleStudent Non-Example

Essential components

Positive goal interdependence

Face-to-face positive interaction

Individual accountability/Personal responsibility

Interpersonal and small-group skills

Group processing

Jigsaw

1. Assign each student to learn one segment, making sure students have direct access only to their own segment.

2. Give students time to read over their segment at least twice and become familiar with it. There is no need for them to memorize it.

3. Form temporary "expert groups" by having one student from each jigsaw group join other students assigned to the same segment. Give students in these expert groups time to discuss the main points of their segment and to rehearse the presentations they will make to their jigsaw group.

4. Bring the students back into their jigsaw groups.

Jigsaw (continued)

1. Ask each student to present her or his segment to the group. Encourage others in the group to ask questions for clarification.

2. Float from group to group, observing the process. If any group is having trouble (e.g., a member is dominating or disruptive), make an appropriate intervention. Eventually, it's best for the group leader to handle this task. Leaders can be trained by whispering an instruction on how to intervene, until the leader gets the hang of it.