Concept Attainment First Grade Mathematics

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Concept AttainmentFirst Grade Mathematics

• MAT 643 Models of Teaching
• Linda DiVerde
• Karol Gans
• Tiffany M. Cooper-Ortega

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Phase One Presentation of Data and
Identification of the Concept

• Present labeled examples
• Compare attributes in positive and negative
  examples
• Generate and test hypotheses
• Name the concept
• State a definition according to the
  essentialattributes of the concept

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Phase Two Testing Attainment of the Concept

• Identify additional unlabeled examples as 'yes'
  or 'no
• Generate examples

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Phase Three Analysis of Thinking Strategies

• Describe thoughts
• Discuss role of hypothesis
• Discuss type and number of hypotheses
• Evaluate the strategies

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Teacher Role

• The three major functions of the teacher during
  a concept attainment activity are toa.
  Recordb. Prompt (cue) c. Present additional
  data

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I received a surprise gift!

• However, I am not quite
• ready to open it yet.
• Can you help me brainstorm
• some ways that might help
• me discover what is inside
• this box without opening it?

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• After a short discussion of clues, evidence and
  how these can be discovered, the teacher moves to
  introduce the concept attainment task.

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Guess what?

• Now, I have another puzzle for you!
• It is not hidden by a box, but it is hidden in
  the pictures.

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Concept Attainment Task

• The concept attainment procedure is explained to
  the students.
• They will be shown pictures that represent the
  idea and these will fit under a large happy face
  on the bulletin board. Non-examples fit under a
  sad face.
• Items 1, 2, 3, and 4 are shown and identified its
  examples or non-examples.
• As each item is shown, students are asked to
  think about what they notice regarding it.

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If it fits my concept.

• It is an
• Example

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If it does NOT fit my concept.

• It is a
• Non-Example

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Examples
Non-Examples
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Examples
Non-Examples
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Examples
Non-Examples
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Examples
Non-Examples
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Generate hypothesis

• After viewing item 4, students are asked to think
  of ways that items 1 and 3 are alike.
• They share their ideas with a partner.
• Pairs then report to the class and their
  responses are recorded with key words or pictures
  on a large chart.
• Students are encouraged to explain their thinking
  and to ask questions of others.

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Examples
How are box 1 and box 3 alike? Share with your
partner.
Non-Examples
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Test Hypothesis

• As each succeeding item is shown, students are
  asked to decide if it is an example (thumbs up)
  or a non-example (thumbs down).
• Students explain their reasoning and discuss the
  explanations of others.
• Ideas about the attributes that describe the
  concept are added to or deleted from the chart as
  each example and non-example is shown and
  discussed.

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Now for each new box,
can you show me?
for examples
for non-examples
And share why?
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Examples
Non-Examples
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Examples
Non-Examples
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Examples
Non-Examples
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Examples
Non-Examples
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Concept attained???

• Once the concept "sums of 7" is realized, the
  teacher asks students to "test" their idea by
  looking at all the items revealed to that point.
• Additional items are presented to check students'
  understanding of the concept.

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Examples
Non-Examples
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Examples
Non-Examples
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Examples
Non-Examples
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Transference??

• The teacher then holds up the number sentence 3
  47 for item 1.
• Students are asked to decide where it fits happy
  face or sad face, and then match it with the
  appropriate example.
• Students are asked to match the remaining number
  sentences (which are introduced in random order)
  to the items on the board.

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347
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Examples
Non-Examples
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Examples
Non-Examples
347
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437
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Examples
Non-Examples
347
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Examples
Non-Examples
347
437
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22217
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Examples
Non-Examples
347
437
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Examples
Non-Examples
347
437
22217
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617
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Examples
Non-Examples
347
437
22217
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Examples
Non-Examples
347
437
617
22217
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707
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Examples
Non-Examples
347
437
617
22217
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Examples
Non-Examples
347
707
437
617
22217
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32117
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Examples
Non-Examples
347
707
437
617
22217
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Examples
Non-Examples
347
707
437
617
22217
32117
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Application and Practice

• After the class has solved this "puzzle", the
  teacher introduces a task for practice.
• The task may be done individually or
  co-operatively with a partner.

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• Note The second part of this worksheet can be
  adapted for those students who grasp the concept
  quickly.

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Assessment

• Assessment for this lesson focuses on the
  students' understanding of the "sum of 7" concept
  as reflected by their participation in the
  attainment task and the practice task.
• In addition, their ability to use relationships
  and patterns to make generalizations is assessed
  through their participation in the attainment
  task.

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References and Resources

• Joyce, Bruce, Weil, Marsha with Calhoun, Emily
  (2004, 7th Edition) Models of Teaching. Pearson
  Publishing.
• Incorporating the Common Essential Learningsand
  the Adaptive DimensionA Resource Package