705 Unit Five Models of Teaching

CONCEPT ATTAINMENT MODEL -Comes under the Information Processing Family to enhance thinking skills of learners -Search for and listing of attributes that can be used to distinguish exemplars from non exemplars of various categories -It is an analysis of thinking by the student-developed by Bruner in 1966 COMPONENTS OF CONCEPT ATTAINMENT മോഡല്‍ - Name –term given to a particular category of objects -Exemplars-instances or examples of the concepts -Attributes-characteristics of a particular concept that helps distinguish instances (Ex) of concepts from non exemplars -Attribute value-acceptable range for any given relevant attributes -The rule- definition or statement specifying a concept ELEMENTS -SYNTAX -SOCIAL SYSTEM -PRINCIPLES OF REACTION -SUPPORT SYSTEM -INSTRUCTIONAL EFFECTS -NURTURANT EFFECTS SYNTAX- 3 PHASES Phase I -Presentation of data and Identification of concept (through exemplars and non-exemplars) -Teacher presents labelled examples -Students compare attributes in positive and negative examples -Students generate and test hypotheses -Students state a definition according to the essential attributes Phase II - Testing attainment of the concept (using the following strategies) -Students identify additional unlabelled examples as yes or no -Teachers confirm hypotheses, names concept, and restate definitions according to essential attributes -Students generate examples Phase III - Analysis of thinking strategies - Students describe thoughts -Students discuss role of hypotheses and attributes -Students discuss type and number of hypotheses Social system -Teacher chooses the concept ,selects and organize the materials into positive and negative examples and sequences the examples -Teacher has 3 functions -Record, prompt and present additional data -Moderate or highly structured Principles of Reaction -Teacher supports ,students designing the hypothesis formulation -Teacher helps students to test their hypotheses -Students discuss and evaluate their thinking strategies with proper assistance of the teacher Support System -Creative environment for attaining കോണ്‍സെപ്റ്റ്

- Flash cards, reference materials and black board may be used -Selection, observation and formulation of hypothesis of examples Effects Instructional Effects -Understanding nature of specific concepts -Improved concept building strategies -Practice in inductive reasoning Nurturant Effects -Sensitivity to logical reasoning in communication -Tolerance of ambiguity -Awareness of alternative perspectives Applications - can be used in a ll ages and grade levels -helps to understand the concept taught -Can be used as a tool of evaluation of important ideas introduced earlier -For opening a new conceptual area by initiating a sequence of individual or group inquiries -Can be used to develop communication skills(eg. To teach grammar ) -Can be used to teach the content of a discourse. ************************************ Lesson Transcript Name of the teacher Standard Name of the school Division Subject Duration Name of the concept- Clause Date

__________________________________ Content objectives To identify the structure -Clause as ' a group of words which forms a part of sentence and contains a Subject and a Predicate '.

To differentiate clauses from phrases To understand the elements or attributes of a clause To know how to use the structure –clause correctly. To communicate effectively using the structure -clause. Process objectives - Logical reasoning -Co-operation in learning tasks -Improving concept building strategies -Develops communication skills Phase1 presentation of data and identification of concept- Teacher presents labeled examples Positive examples 1. Pe ople who pay their debts are trusted. 2. We can not start while it is raining. 3. He has a chain, which is made of gold. 4. I think you have made a mistake Negative examples 1.The sun rises in the east. 2.There came a giant to my door. 3. He has a chain of gold

- Students compare attributes in positive and negative examples Essential attributes in positive Examples 1 .contains a group of words . 2 makes sense but not complete sense 3.These group of words form part of a sentence. 4 These group of words contain a Subject and a Predicate. Non-essential Attributes 1. May contains a relative pronoun like-who, whom, whose, which etc. 2.The relative pronoun can be omitted. 3. May contain ‘If’ or ‘unless’ 4. Can be used in any type of sentences - in statement, interrogative (questions) , imperative, or exclamatory sentences. - Students generate and test hypotheses Hypothesis 1- I think you have made a mistake -Testing: yes, because , The relative pronoun can be omitted.

Hypothesis 2: Where is the book, I gave you yesterday? Testing: Yes, because, it can be used in a question. -Students state a definition according to the essential attributes -Definition :-A group of words which forms a part of sentence and contains a Subject and a Predicate is called a Clause. Phase II Students identify additional unlabelled examples . as Yes or No 1.It was a sunset of great beauty. (no) 2.This is the man whom I met yesterday. (yes)

3.The meeting (which) I attended yesterday was crowded. (yes) 4.Where is the book, I gave you yesterday? (yes) 5.If he works hard he will get a first class. (yes) 6. You can go by bus or train. (yes) Teacher confirms hypotheses ,names concept and restatesdefinitions according to essential attributes -Name of the concept- clause -Definition: A group of words which forms a part of sentence and contains a Subject and a Predicate is called a Clause. -Students generate their own examples 1. He is not only a good athlete but also a good engineer. 2.We laughed when we heard the joke. 3.I saw a snake and ran away. 4. Tell me what is truth. Phase III

Analysis of thinking strategies - Students describe thoughts -Students discuss role of Hypotheses and attributes -Students, discuss type and number of hypotheses Social System -Teacher should help the students to identify attributes of the concept chosen -Teacher should record and present additional data -Equal role to teacher and students (Moderate) Principles of Reaction -Teacher should help to test hypotheses -Support System -Text books ,Grammar books , charts, comprehensive list of examples, flash cards, reference books,Black board / LCD projector and Computer -----