This was the first project of the season.
Who were Bruner and Hilda Taba? We had no picture, no
idea. But eventually we learned. I
still can't forget the pizza. Concept
Attainment the film.
We began with
discussions about concept attainment.
What were the components, who developed it and
how could we use it? In this project Phyllis
Berry, Dan Gratten, Bonnie, and I investigated the
positive and negative effects of using concept
attainment in the classroom. The
presentation was done on video.
This project was
presented in class and was reviewed by Bruce McVicker and the IMET3 cohort.
This project is still
in its original form.
Future follow-up in
the concept attainment movie might include
refining it and including it in future
technology workshops.
Peer Review:
Great presentations. I was truthfully
impressed with the amount of work and dedication
the cohort has to scholarship and learning. Kudos.
A couple of suggestions overall. Be
cognizant of time. Allow for questions. Plan on
allowing each member to participate, although time
does not have to be equal. Work out approach to
presentation beforehand with an outline. It is OK
to have note cards to keep track of who is talking
about what. Stick to your portion of the
presentation.
Reflect and respond to
your colleagues’ feedback regarding your
artifact. Use the questions and statements
below as a guide.
More instructor reviews were sought
I modified the style
of print as a result of their comments.
Concept Attainment
will be used as part of a three hour workshop
at Fall National CUE in Sacramento and reviews
will be sought there.
Note: The feedback
from a conference or staff development setting
may substitute for a cohort peer review.
Faculty Review:
It's a bit difficult
assessing the presentation without being there,
but here are my thoughts.
• You've taken an important concept and broken it
into good bite (byte?) sized pieces.
• The examples are clear, entertaining and well
within the range of experience of the students.
• Slides are laid out well (#9 being the possible
exception -- could be spread out more)
• Slide number 11 equates hypotheses and guesses
-- which really isn't the case.
Overall, this is a good clear example of teaching
using concept attainment and an appropriate use of
the technology.
Well done!
:::Larry
The following feedback was received from
instructor, Bruce McVicker:
"1. Are the prompts that the students
need to consider engaging?
Indeed. The choices of exemplars certainly
were relevant and provided opportunities for
analysis. I enjoyed watching the teacher
interaction. It provided further evidence
that the students were engaged.
2. Does the lesson allow the students to
draw their own conclusions?
I was wondering how long it would take
students at different cognitive and
development levels to figure this concept
out. My intuition would say that you’d be
pretty successful with middle school
students, but the depth of the concept would
be explored differently. This is a great
lesson.
3. Are there adequate resources in the
activity to facilitate logical reasoning and
hypothesis testing?
The exemplars were certainly adequate. Once
again, the in-real-time presentation through
IMovie made this very credible. This should
be a CUE presentation. Think about it.
4. Are the resources rich enough that the
students can respond with plausible answers?
At first, yes. Gradually the concept was
narrowed through hypothesis testing.
5. Is it evident that students would have
attained the concept?
Yes, students grasped this concept. What was
interesting was the clarifying questions
that Phyllis used to be certain students got
it.
I like the way you continually
questioned the students. In a whole-group
lesson, you’ve attained a high level of
participation and interaction with the
concept. This was a clever presentation with
wide application."
