1	A MODEL of TEACHING
2	“Concept attainment requires a student to figure out the attributes of a category that is already formed in another person’s mind…
3	"…by comparing and contrasting..." …by comparing and contrasting examples that contain the characteristics of the concept…
4	"…with examples that do..." …with examples that do not contain those attributes.” (Joyce and Weil, 2000, p. 146-47)
5	Step 1 Identify a concept
6	Step 2 Select words that describe the concept
7	Exemplars contain the characteristics or attributes of the concept.
8	FRIEND nice sharing listener
9	Concept = Friend Positive exemplars: nice sharing listener
10	Step 3 Select words that do not describe the concept
11	Negative exemplars do not have the attributes of the category friend .
12	Negative exemplars spinach stranger table
13	Step 4 Present the words in pairs to the students
14	Step 5 Ask students to compare words in yes column to determine what they have in common
15	Step 6 Present exemplars until most students have grasped the concept
16	Step 7 Ask students to share ideas concerning the concept and how they arrived at it
17	Step 8 Provide more exemplars and/or ask students to generate positive exemplars
18	Step 9 Ask students to describe their thinking as they arrived at this concept
19	Step 10 Provide a homework activity to reinforce the concept
20	Other thoughts about concept attainment Can be utilized with students of all ages and grade levels
21	Other thoughts… With older students, more complex concepts can be utilized and further analysis of thinking strategies can occur
22	Other thoughts… Helps students become more efficient in attaining concepts
23	Other thoughts… An excellent evaluation tool; teachers can determine whether important ideas have been mastered
24	Other thoughts… Researchers support the use of this model Marzano, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R., Moffett, C. (1992) Dimensions of learning teacher's manual. Alexandria, VA: ASCD.