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Concept Attaining: Method of Inquiry teaching
Transcript of Concept Attaining: Method of Inquiry teaching
Phase 2: Testing Attainment
of the Concept
Phase 3: Analysis of Thinking Strategies
Teaching Through Inquiry
Present examples and non-examples
Students compare examples/non-examples and identify common attributes
Students create and test hypothesis
Students write a definition according to their hypothesis
Students identify additional examples as "yes" or "no"
Teacher confirms hypothesis, names the concept, and restates the definition according to the essential attributes.
Students come up with their own examples to add!
Students describe their thinking process. How did they arrive here?
So, What about attributes?
Describe the concept, but there are several options
(Celebrity example: Must have hair (the attribute), but that hair could be blonde, brown, black, or gray (the variables).)
It's really quite simple!
Look at the "examples" and discover the rule!
Notice the definition includes all of the ESSENTIAL attributes.
Who can you add to our example column using our essential attributes?
You've made it! That's what it looks like for your students, but....
Outline for the Taxonomy
Specifying the defining
Giving examples and
defining attribute and talking about WHY (the rationale) they are an example or non-example.
Defining the concept
That's only the
tip of the iceberg
. The bulk of concept attainment comes through your planning AND your thinking, or concept analysis.
These examples/non-examples should increase in difficulty.
Formulating illustrative problem solving exercises (or practice )
Developing vocabulary associated with the concept & it's defining attributes.
Really...that's the key
With your group,
Try it with your own content!
Steps of CA lesson
Happy to DISCOVER