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Concept Attainment

Blue Group 4
6th Grade, Social Sciences Timeline
Key Blue Team Highlights OTEC 602

Blue Group
Nolan Kainoa Bowman Kaulana Dameg Greg Gauthier James Gochenouer

Introduction
The concept attainment model allows the student a way of understanding a concept that might otherwise be challenging. The concept attainment model offers students to attach meaning to certain concepts through a series of examples that identify items that are not representative of the correct concept, and items that are a proper representation of the concept being taught. According to Johnson & Carlson et al (1992), the concept attainment model is [a] particular concept is studied inductively by examining examples and non-examples. The exercise of showing the examples of representations that represent the concept and do not represent the concept allows the student to interact and engage in, and collaborate with the instructor and fellow learners. Golightly, Nieuwwoudt, & Richter (2007, p. 195) state, [w]ithin a cooperative learning environment, students are exposed to the views and opinions of fellow students, resulting in new insights and meaningful discussions and debates. These insights allow the students to connect the desired concept with existing concepts by allowing the student to find and make associations.

Context
The context for this lesson plan is a sixth grade social studies class.

Introduction Present advance information Present the yes and no attributes Discuss and debate the attributes with the students as you go. Assess the students attainment through a group exercise. Allow the students to work on a project to form a concrete understanding

Concept
This concept attainment lesson plan will be focusing on the following four key attributes of a timelineas identified in the text book entitled, Ancient World (2005, 14-15):

Title Time Span Intervals Events

References
Abbot, A. (1990). Conceptions of Time and Events in Social Science Methods. Historical Methods, 140-151. Golightly, A., Nieuwwoudt, H., & Richter, B. (2007). A Concept Model for Optimizing Contact Time in Geography Teacher Training Programs. Journal of Geography, 185-197.
Jacobs, Heidi Hayes., Michal L. LeVasseur, Kate Kinsella, and Kevin Feldman. Ancient World; "Using Timelines." Prentice Hall World Studies. Saddle River, NJ: Pearson/Prentice Hall, 2005. 14-15.

Johnson, J., Carlson, S., Kastl, J., & Kastl, R. (1992, Nov). Developing Conceptual Thinking: The Concept Attainment Model. The Clearing House, 66(2), 117-121. Singh, P. K. (2011). Effectiveness of Concept Attainment Model on Mental Process and Science Ability. Recent Research in Science and Technology, 3(6), 22-24.