Prior Knowledge
New Information
Concept Attainment Model
Concept Attainment
Concept attainment model is a strategy that can be employed for general instruction in the classroom. Estes et al. claim that is easier for students to learn substantial concepts that have few observable characteristics and traits that can be categorized, and then generalized. Furthermore, research have shown through the creation of schemata, children learn to make a better understanding of their world, by making connections between prior knowledge and new information (Brunner, et al, as cited in Estes, et al).
If this is true, then this type of model is ideal to teach any concept where the students can observe, compare and differentiate information, categorize and then form generalization based on prior knowledge and new input; which leads to the ultimate objective of pedagogy- understanding the concepts of the real world. If the natural response of an inquisitive mind is to make of new input a comparison of prior knowledge, and then label those comparisons, then the concept attainment model is a template that can be applied to a wide variety of lessons.
Social ConstructivismElements of Social Constructivism in Concept Attainment Model
The Concept attainment model of learning lends itself to prosper in the fertile grounds of social constructivism. Since the model requires students to engage in social interactions to infer the idea behind the concept itself, and being a fervent believer of social constructivism, this model is an architype for my classroom. Students can work together in identifying the characteristics and labeling the concept in question, i Social constructivism is a learning theory, developed by psychologist Lev Vygotsky, which states that students should be active participants in their own knowledge, and that learning takes place through cultural and social interactions (Davis et al.).
Furthermore, this type of learning model has an amusing element to it that does require those elements of social engagement. Students can work together in solving the mystery of the concept to be learned. Children are given positive and negative examples of the concept, and they are to decipher through a process of comparison, elimination and categorizing of such examples, to ultimately come to their own conclusions.
Feedback & Assessment
Another important feature of the Concept attainment model is that, through out the learning process, there is constant exchange of feedback. Students receive feedback from their instructor through the entire process. As previously mentioned, the blueprint of this model is for students to deduce the concept in question, by analyzing examples (some which are positive of the concept and others which are not), and forming theories based on those observations. So, there is constant feedback of what are examples and non-examples, as they relate to the concepts.
Also, there is exchange of peer feedback. Children do not only rely their own reasoning, but the reasoning of their classmates to make generalizations, infer concepts and make a better understanding of their world. As for the teacher receiving feedback that the students are learning the concept in question, the process itself is a formative assessment. Throughout the process, teachers can track the students train of thought and reasoning, and assess if the attributes are being processed and categorized. Summative assessments can be conducted at the end of the lesson; using test, oral presentations or other group activities.
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Rules that Reflect Learning Principles
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Teachers must prepare students in the process of concept attainment. Although it is a fairly simple inductive process of analyzing examples and non-examples, and then having students form theories based on the attributes of concepts; preparing students to be abide to the norms of social constructivism is vital.
Teachers must set an environment of inclusiveness and open mindedness, where all thoughts are welcomed and all voices are respected. Thus, it is important to have classroom rules that will abide to those learning principles, that are key elements of both the concept attainment model and the social constructivism learning theory.
References
Davis, B., & Francis, K. (2023). “Schema Theory” in Discourses on Learning in Education. Retrieved from:
https://learningdiscourses.com.
Estes, T., Mintz, S., & Gunter, M. (2015).
Instruction: A Models Approach, Enhanced Pearson E-text. Pearson College Division.
Hoffman, S., & Asmundson, G. (2017). The Science of Cognitive Behavioral Therapy. Elsevier Inc.
Teach Thought.com. (2017). How to teach the concept attainment model. Retrieved from:
https://www.teachthought.com/pedagogy/c oncept-attainment/
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