To apply the strategy of Concept Attainment, follow this general guideline. First, you don’t reveal the concept or show examples but rather tell student they’re going to learn a new concept, and it’s their challenge to discover the concept. Second, you will show them ‘Yes’ examples and ‘No’ examples of the concept (show two of each). Third, students will analyze the examples and create a list of characteristics that they believe define the concept. Fourth, students generate a definition or common qualities to the ‘Yes’ examples. Once this has been completed, you provide students more ‘Yes’ examples to strengthen their understanding; it also serves to refine their list of characteristics. Finally, at the end, students attain an analytically construct concept.
To illustrate, suppose you’re teaching language arts. The concept you want the students to learn is Haiku poetry. You would show students ‘Yes’ examples of Haiku poems and ‘No’ examples of Haiku poems.
Continue with another ‘Yes’ example:
Show another ‘No’ example:
Allow students to analyze the common characteristics of the examples, and generate a list of characteristics that define Haiku poetry. As previously stated, students are guided to a well-crafted definition.
I learned the above strategy from the an article on the Cult of Pedagogy website. Please visit the website to more about Concept Attainment. Click on the image below to be direct to Cult of Pedagogy’s website.