“Concept attainment is designed to clarify ideas and to introduce aspects of content. It engages students into formulating a concept through the use of illustrations, word cards or specimens called examples. Students who catch onto the idea before others are able to resolve the concept and then are invited to suggest their own examples, while other students are still trying to form the concept. For this reason, concept attainment is well suited to classroom use because all thinking abilities can be challenged throughout the activity. (Instructional strategies).
I like how this quote refers to the fact that this teaching strategy is one that can be used to reach learners at different levels. As a special education teacher I am always looking at strategies that a general education teacher can use in the classroom that would not add extensive planning time to their plate. Gen ed teachers have to spend so much time planning and grading etc. any strategy that saves them time, but allows them to actually reach more students would be worthwhile to learn and use and makes this strategy so agreeable.
In addition, according to Models of teaching: Connecting student learning with standards, concept attainment, “engages students’ critical thinking as soon as the lesson begins” (Dell’Olio & Donk, 2007). This also makes me feel highly of this strategy since engaging students’ higher level thinking is critical to a successful and meaningful lesson.
References:
Instructional strategies. 2004-2009. Retrieved from: http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/index.html
Dell’Olio, J., Donk, T. (2007). Models of teaching: Connecting student learning with standards. Thousand Oaks, CA: Sage Publications, Inc.
rebeccaaf 