CONCEPT ATTAINMENT

MODEL

Dr. Shanti Tejwani

Asst. Professor

M.B. Khalsa Institute of Education Indore

shanti_tejwani@yahoo.com

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

For better understanding :

Bruner

Gudnov and

Austin (1967)

presents some principles

on the basis of those principles they suggested :----CAM

Concept ?Words

Symbols REPRESENTS

any Group or Class

‘

Some name of the concepts

MAN

FLOWER

CROPS

MINERAL

PRESSURE

BODY

NOUN

ADJECTIVE

BRUNER : (1967)

Formation of any group or category is

known as CONCEPT.

More than one EXAMPLE

COMMON ATTRIBUTES

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.

Tennison

Concept is the group of specific things,

symbols or events having similar characteristics

and can be denote by specific name or symbols.

KINDS OF CONCEPTS

ladYiuk ds izdkj

ABSTRACT AND :

Intelligence, Love, Happiness, Sadness,

Customs

CONCRETE :

Book, Cell, Triangle, Cuboids

PRIMARY AND SECONDARY

P __ Not dependent on other ---- Tree , Noun

S __ Dependent on others---- Adverb -- Society

Mixed Economy

Structured and unstructured

S --- Meaning is same for all,

Science related Concept

U-- Meaning is different for different people

Social science related Concept.

ladYiuk ds ?kVd Elements of Concept - Bruner

ATTRIBUTES

EXAMPLES

ATTRIBUTE VALUES

JW & 1978

NAME

ESSENTIAL ATTRIBUTES

NON-ESSENTIAL ATTRIBUTES

POSITIVE EXAMPLES

NEGATIVE EXAMPLES

RULE

STEPS OF CAM : BRUNER

RECOGNITION OR IDENTIFICATION

CLASSIFICATION

DEFINITION

GENERALISATION

STRATEGIES OF CAM

RECEPTION ORIENTED

SELECTION ORIENTED

UNORGANISED MATERIALS

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

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

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

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.

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

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.

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)

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.

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.

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.

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 ……………………………..

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.

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.