Concept attainment model
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CONCEPT ATTAINMENT
MODEL
Dr. Shanti Tejwani
Asst. Professor
M.B. Khalsa Institute of Education Indore
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Why CAM ?
Whenever Teacher use lecture method – teacher presents less examples these examples are related to the particular concept i.e. Positive examples of the concept.
Whenever teacher presents less examples or abstract examples or not related to their environment for that students understanding of that particular concept is very less.
So that for better understanding of concept CAM is necessary
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For better understanding :
Bruner
Gudnov and
Austin (1967)
presents some principles
on the basis of those principles they suggested :----CAM
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Concept ?Words
Symbols REPRESENTS
any Group or Class
‘
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Some name of the concepts
MAN
FLOWER
CROPS
MINERAL
PRESSURE
BODY
NOUN
ADJECTIVE
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BRUNER : (1967)
Formation of any group or category is
known as CONCEPT.
More than one EXAMPLE
COMMON ATTRIBUTES
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DEFINITIONS
MANN
“Concept is the process which represents the commonness in different things or events.”
Dececco (1968)
Concept as a class of stimuli which have common characteristics.
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Tennison
Concept is the group of specific things,
symbols or events having similar characteristics
and can be denote by specific name or symbols.
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KINDS OF CONCEPTS
ladYiuk ds izdkj
ABSTRACT AND :
Intelligence, Love, Happiness, Sadness,
Customs
CONCRETE :
Book, Cell, Triangle, Cuboids
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PRIMARY AND SECONDARY
P __ Not dependent on other ---- Tree , Noun
S __ Dependent on others---- Adverb -- Society
Mixed Economy
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Structured and unstructured
S --- Meaning is same for all,
Science related Concept
U-- Meaning is different for different people
Social science related Concept.
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ladYiuk ds ?kVd Elements of Concept - Bruner
ATTRIBUTES
EXAMPLES
ATTRIBUTE VALUES
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JW & 1978
NAME
ESSENTIAL ATTRIBUTES
NON-ESSENTIAL ATTRIBUTES
POSITIVE EXAMPLES
NEGATIVE EXAMPLES
RULE
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STEPS OF CAM : BRUNER
RECOGNITION OR IDENTIFICATION
CLASSIFICATION
DEFINITION
GENERALISATION
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STRATEGIES OF CAM
RECEPTION ORIENTED
SELECTION ORIENTED
UNORGANISED MATERIALS
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Terms Related with Model
Educational Effects ‘
Nurturant Effects
Phases
Syntax
Principle of Reaction
Social System
Support System
Lesson Plan Format
Work Sheet
Teaching Analysis Guide
Thinking strategies
Wholist and Partist
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EFFECTS OF CAM
INSTRUCTIONAL
NURTURANT
CAM
Conceptual
Flexibility
Inductive
Reasoning
Tolerance of
Ambiguity
Concept
Learning
Strategy
Concept,
Conceptual
System and
their
Application
Nature of
Concept
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izHkko
vuqns’kukRed
iks"kd izHkko
CAM
ladYiukRed
yksprk
vkxeu
rdZ lafnX/k voLFkk
ladYiuk
vf/kxe
'kSyh
ladYiuk]
ladYiukRed
iz.kkyh rFkk
muds iz;ksx
ladYiuk dh
izd`fr
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PHASES AND SYNTAX
PHASES: The phases reflects what kind of activities
would be used in that particular step. Group of
activities is known as phases.
SYNTAX : The syntax means the phases included in the
model, describes models in action. Each model has
some fixed steps. These steps show that what kind of
activities would they use it describes the activities.
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Syntax of the CAMPhase One:
Presentation of Data and
Identification of Concept
Phase Two:
Testing Attainment of
the Concept
-Teacher presents labeled example.
-Students compare the attributes in
+ve and –ve examples.
-Student generate and test hypo.
-Students state a definition
according to essential attributes.
-Student identify additional
unlabeled examples as Y or N.
-Teacher confirms hypo, names and
concept and restates definition
according to essential attributes.
-Students generate examples.
Phase Three: Analysis of Thinking Strategy
Students describes thoughts
Students discuss role of hypotheses and attributes
Students discuss type and number of hypotheses
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Principle of Reaction
Teacher wants to supportive to students hypotheses
Help students balance one hypothesis against another
Teacher should be attentive towards analysis of their concept
and their thinking strategies.
Teacher Confirm the correctness of the examples which given by
students.
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Social SystemThe model has moderate structure the teacher control the sequence but open dialogue in the later phases student interaction encouraged. It tells about the role of teachers and students.
The role of Teacher
Selection of concept
Design appropriate positive and negative examples
Choosing media for presenting examples
Selection of additional material (lebelling)
Providing clues or prompt
Helping students in forming hypothesis
Role of Sudents
Follows the instructions of teachers
Filling the worksheet (formulation of hypothesis writing attributes of concept lebeling of unlablled examples)
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Support system
Requirement of the lesson for the concept attainment are the part of the support system i.e.
Positive examples &Negatives examples (the data should be known before hands and attribute visible)
Requirement of the media for presenting the examples
Blackboard for recording the attribute describe by the learner.
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Lesson Plan Format
Lesson plan for a each model has a different
format like wise in CAM it has definite structure
which we can see after words. By using lesson
plan guidelines a lesson is developed in a specific
format.
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Work Sheet
In the model, learner note all the activities on a sheet
and this is used to analyze the activities of the students
in the last of lesson and to give feedback to learners.
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Work Sheet for Reception Oriented CAM
Lohd`r vfHkeq[kh ladYiuk izkfIr izfreku ds fy, dk;Zi=
Name of the Student…………Name of the School…….
Subject ………………. Topic………..
Class………………………. Date…………..
Examples Presented by Teacher Attributes/ Hypotheses
Positive Negative
Name of the Concept ……………………………………
Essential Attributes of Concept …………………
………………………………………………………………………..
Definition of the concept ……………………………..
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Teaching Analysis Guide
It is an observational schedule which shows the teachers performance while presenting the CAM. It is feedback device and tells how efficiently and up to what extent teacher perform the prescribed activities.
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Thinking Strategy
Wholistic: Keep many attributes in mind and has to eliminate non defining elements at a time. Color size shape
Partistic Strategy : Keep one attribute in mind at a time and try to find out the same attribute in the other examples. If the student focus does not work out he reject the hypothesis and then think on the basis of other attribute of the positive examples and then they think so on.
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