is Concept Attainment?
Attainment is an indirect instructional strategy that uses a structured
inquiry process. It is based on the work of Jerome Bruner. In concept
attainment, students figure out the attributes of a group or category
that has already been formed by the teacher. To do so, students
compare and contrast examples that contain the attributes of the
concept with examples that do not contain those attributes. They
then separate them into two groups. Concept attainment, then, is
the search for and identification of attributes that can be used
to distinguish examples of a given group or category from non-examples.
is its purpose?
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.
With experience, children become skilled at identifying relationships
in the word cards or specimens. With carefully chosen examples,
it is possible to use concept attainment to teach almost any concept
in all subjects.
make connections between what students know and what they will
how to examine a concept from a number of perspectives
how to sort out relevant information
their knowledge of a concept by classifying more than one example
of that concept
go beyond merely associating a key term with a definition
concept is learned more thoroughly and retention is improved
do I do it?
of Concept Attainment:
and define a concept
positive and negative examples
the process to the students
the examples and list the attributes
a concept definition
the process with the class
the teacher chooses a concept to developed. (i.e. Math facts that
by making list of both positive "yes" and negative "
no" examples: The examples are put onto sheets of paper or
Examples: (Positive examples contain attributes of the concept
to be taught) i.e. 5+5, 11-1, 10X1, 3+4+4, 12-2, 15-5, (4X2)+2,
Examples: (for examples choose facts that do not have 10 as
the answer) i.e. 6+6, 3+3, 12-4, 3X3, 4X4, 16-5, 6X2, 3+4+6, 2+(2X3),
one area of the chalkboard for the positive examples and one area
for negative examples. A chart could be set up at the front of
the room with two columns - one marked YES and the other marked
the first card by saying, "This is a YES." Place it
under the appropriate column. i.e. 5+5 is a YES
the next card and say, "This is a NO." Place it under
the NO column. i.e. 6+6 is a NO
this process until there are three examples under each column.
the class to look at the three examples under the YES column and
discuss how they are alike. (i.e. 5+5, 11-1, 2X5) Ask "What
do they have in common?"
the next tree examples under each column, ask the students to
decide if the examples go under YES or NO.
this point, there are 6 examples under each column. Several students
will have identified the concept but it is important that they
not tell it out loud to the class. They can however show
that they have caught on by giving an example of their own for
each column. At this point, the examples are student-generated.
Ask the class if anyone else has the concept in mind. Students
who have not yet defined the concept are still busy trying to
see the similarities of the YES examples. Place at least three
more examples under each column that are student-generated.
the process with the class. Once most students have caught on,
they can define the concept. Once they have pointed out that everything
under the YES column has an answer of 10, then print a new heading
at the top of the column (10 Facts). The print a new heading for
the NO column (Not 10 Facts).
can I adapt it?
activity can be done on the chalkboard, chart paper or overhead
projector to a large or small group. It also works well as one-on-one
work. Rather than starting with the teacher's concept, use a student's
concept. Concept attainment can be used to introduce or conclude
a unit of study.
on the Concept Attainment Model
all of the positive examples to the students at once and have
them determine the essential attributes.
all of the positive and negative examples to the students without
labeling them as such. Have them group the examples into the two
categories and determine the essential attributes.
the students define, identify the essential attributes of, and
choose positive examples for a concept already learned in class.
the model as a group activity.
and Evaluation Considerations
write the definition from memory.
positive and negative examples from a given group.
their own examples of the concept.
a learning log
an oral presentation
a web, concept map, flow chart, illustrations, KWL chart, T chart