Concept Attainment Teaching Model: Lesson Plan or Lesson Transcript

 

Lesson Planning in Concept Attainment Model

 

The lesson plan in a teaching model is popularly called Lesson Transcript. A lesson transcript is a design to transact the content. It is to be planned according to the proposed syntax of the teaching model. This note discusses about Concept Attainment Model

Concept attainment model has three phases in its syntax. They are;  

Phase One: Presentation of Data and Identification of Concept

Phase Two: Testing Attainment of the Concept

Phase Three: Analysis of Thinking Strategies

 The teaching learning activities in each phase are described under:

Phase One: Presentation of Data and Identification of Concept

 Teacher presents labeled examples.

Learners compare attributes in positive and negative examples.

Learners generate and test hypotheses.

Learners state a definition according to the essential attributes.

 Phase Two: Testing Attainment of the Concept

 Learners identify additional unlabeled examples as yes or no.

Teacher confirms hypotheses, names, concept, and restates definitions according to essential attributes.

Learners generate examples.

 Phase Three: Analysis of Thinking Strategies

Learners describe thoughts.

Learners discuss role of hypotheses and attributes.

Learners discuss type and number of hypotheses.

 Teachers can prepare different types of lesson transcripts in CA Model. Most popular and advanced form is the descriptive model plan for CAM. A demonstrative example of lesson transcript in Concept Attainment model from the subject social science is given here;

 

 

LESSON TRANSCRIPT in CONCEPT ATTAINMENT MODEL

Name of the teacher:

The school and Level:

Unit:

Duration:

Topic or Concept:

 Social system

For the first phase of the syntax, teacher makes use highly structured social atmosphere in the classroom. The social system will be teacher centered int the first phase. Loosely structured system will be maintained in the last phase. Totally democratic atmosphere will be maintained throughout the session.

Principles of Reaction

Teacher do not entertain student doubts at the first phase of the class.

In second and third phases, teacher will be supportive to students’ hypotheses and reflections. Teacher grabs student attention throughout the class. Teacher will be supportive towards the learners ‘tasks and talks’.

Support System

The Yes and No examples

Record/ note book to write students responses

Charts that explain the entity and attributes of the concept

Text book

Supportive Content materials

 Instructional effects

Learners are becoming able to define the Union Territories in India

Student will be able to differentiate the UT from provincial States

Students are becoming able to list and explain the features of the UTs in India

 Nurturant Effect

Learners are getting over all ideals of different types of administrative systems prevailing in India. They are appreciating the systems of administration in the country.

 The Syntax

 Phase One: Presentation of Data and Identification of Concept

            Teacher interacts with the students in the beginning of the class.

In between the talks, she says about the content for today’s lesson. After gathering learners’ attention, she describes,

“I have and idea in my mind. That I want to manipulate from your thought. You can make hypotheses about the concept from the examples I am going to give now. There is no right or wrong hypotheses. Frame according to your perceptions after verifying and comparting the attributes”

Teacher present the first “Yes and No” examples

Teacher uses black board to write Yes and No examples. She draws YES column and NO column on BB

Writes Chandigarh as first labelled Yes example and Chennai as first labelled No example

Teacher askes learners to frame their hypothesis on the concept

Teacher observes student tasks

Teacher observes note books in which they are writing their hypotheses.

After a while teacher provides the second labeled examples

Yes example: Pondicherry and No Example: Meghalaya

Teacher asks to frame hypotheses on the concept based on the second examples.

Verifies the learner tasks

Teacher gives third YES and NO examples and repeat the processes. 

Yes example: Lakshadweep and No Example: Mumbai

Teacher asks the learners to compare the attributes of each positive and negative examples. Learners frame their hypothesis based on attributes of the examples. They define the concept.

Teacher verifies the tasks.

                        --------------------------------------------------------------

(in order to get exact information, teacher can give list of yes and no examples in the lesson plan / transcript. List them under title) 

YES Examples (Positive Examples)                        NO Examples (Negative Examples)

Here list all or some of Yes examples                         here list some of the No examples (a god no example will have most of the qualities of the Yes examples)

                    -------------------------------------------------------------------------------------- 

Phase Two: Testing Attainment of the Concept

Teacher askes the learners to reply on the unlabeled examples

Teacher says, “now I said certain YES and NO examples. Now tell me whether the examples that I am going to mention are positive or negative. Compare the attributes of examples and reach on the assumption”

Teacher says: “Mahi”

Gets students responses. Confirm it as Yes example.

Teacher asks, “Hyderabad. Is Hyderabad a positive example?”

Accepts students’ responses. Explains that it is wrong example.

Teacher says, “is Diu a Yes example or No example?”

Explains that Diu is yes example.  

 Teacher assess the responses. And asks learners to suggest positive examples for the concept after comparing the attributes of the entity. Learners may respond with yes and no examples.

Teacher confirms the Yes examples from their responses: Andaman and Nicobar Islands, Delhi…

 Teacher asks learners to write down the name and definition of the concept in their note book. Also demands to write certain peculiarities or traits of the concepts they formulated.

Teacher is giving them opportunity to discuss each other in a group and also to go through the learning materials provided for reference. 

            Teacher verify the learners’ tasks

Teacher asks two or three students to tell the name of the concept as they discovered based on the attributes and examples

States the concept “Union Territories” The union territories in India

 Teacher calls two or three students to read the definition they framed on the concept based on the hypotheses.

Students report the definitions of Union territories

“The territories in India that are directly governed by Central Government of India. Unlike the states, the union territories are under direct administration of the central government.”

Teacher clarifies the students’ definitions.

Teacher hangs a chart on the wall that written what is union territories.

Students corrects the definition, if needed

Teacher asks three or four students to read the traits of the entity that is Union Territories.

They read the attributes or traits of the Union Territories in India. Teacher corrects their reflections, if needed.

-       Administered by central government

-       Comparatively small in size

-       Head of administration is Lieutenant governor

-       The tax system is framed and employed by central government and so tax rate will be less while compare with that of states and etc.… 

 Phase Three: Analysis of Thinking Strategies

 Teacher asks some students to reveal their cognitive processes of framing hypotheses based on the examples

“What was your assumption after the first yes and no examples?”

“What was your assumption after second example?”

“When did you reach on the concept Union Territories?”

Teacher asks such questions and analyses their answer

Teacher tells them to verify their hypotheses quality they framed to define the concept

Teacher concludes the class after brief narration on the concept – Union Territories in India.