cam

1. Bruner’s Concept
Attainment Model

2. Introduction
 Jerome S. Bruner, Jacqueline J.
Goodnow
George A. Austin developed the idea of
concept attainment in their book
“A Study of Thinking” in 1956.
 The concept attainment model of
teaching belongs to the category of
information processing models.
 It is also termed as “CAM”.

3.  Dr. Bruner a psychologist and
educator at the New York University
Law School , was a pioneer in the
cognitive revolution in psychology as
well as a prime mover in the
educational reform movement in
1960’s.
 Bruner’s primary contribution to
education fall within the arena of the
Information Processing Models
-The models designed to help students
to acquire and operate on

4.  According to Jerome Bruner,
‘Generalization’ and
‘Categorization’
are general mental tendencies ,
which
help person to form concepts.
Theoretical background

5. Now just observe this box

6.  Concepts are basic
tools of thinking.
 Concepts reduce need
for constant learning.
Concept

7. Concept means grouping the
Objects or incidents on the
basis of some common
quality
in spite of some differences
in them.
Meaning of Concept

10.  FRUITS
 Generally tastes sweet.
 Have sweet fragrance
 Juicy
 Although different in
shape , taste and color.

16. Concept attainment
 Concept attainment is an indirect
instructional strategy that uses a
structured inquiry process.
 Concept attainment is closely related to
Inductive thinking ,focuses on the
decision making and categorization
processes leading up to the creation and
understanding of a concept.
 In simple words, concept attainment
means finding out all the essential
attributes of a concept.

17. Basic assumptions of concept
attainment model
1.Capacity of Concept Formation-
Our environment is full of diverse things and it
would have been impossible to adjust in it if
human beings had not been endowed with
the capacity of discrimination and
categorization things in groups.
2.Reducing Complexities-
Complexities of surrounding environment can
be reduced if we categorize the things.

18. 3.Elements Of Concepts
Concept
Name
Examples
Attributes
Attribute Value
Rule

19. a) Name- Name is the term given to a
category i.e. a class of experiences ,
objects configuration or processes.
b) Examples- Examples are instances of
the concept. The example may be
positive or negative.
If apple is a concept then each fruit is an
example here bananas and oranges are
negative and apples are positive example.
c) Attributes- Attributes are common
features or characteristics . They help in
placing the examples in the same
category.

21. d) Attribute Value-Acceptable Range for
a particular attribute is called attribute
value.
For example-if apple is an attribute then
1.Red apple
2.Green apple
3.Brown apple
Are all attribute value.
e)Rule- Rule refers to a final statement
specifying the essential attributes of a
concept.

22. 4. strategies- strategies in concept formation
more or less the same.
5.Two Components-Categorizing activity has
two components:-
(a) Category Formation or concept Formation
(b) Concept Attainment
6.Determining the concept- In concept
attainment, the concept is determined in
advance then efforts are made to determine the
elements of concept.
7.Concept formation and Concept Attainment-
In concept formation, new categories are
formed .
In the concept attainment the concepts which
already exist are attained.

23. 8.Reception & Selection-
 In identifying the strategies used to attain
concepts , a distinction should be made
between two learning conditions of
selection and reception.
 Weil and Joyce have mentioned the
following three models of concept
attainment-
 The reception model of concept
attainment
 The selection model of concept
attainment
 The model of unorganized material

26. Fundamental elements of
Bruner’s concept attainment
model
1.Focus-
(A)The main focus of the model is to
develop inductive reasoning of the
students.
(B)To present the description of a process
by which the students discriminate the
attribute of things , persons , events and
place them into categories .
(C) To help the students in the attainment
of a particular concept which is of great
use to them in order to live successfully in
different life situations.

27. 2. Syntax-
Syntax of the model describes the main
steps of teaching through model.
structure of the model has the following
four phases.
(A)Presentation of data-At first the teacher
explains to the students how the activity
will go on.
 Then the teacher says “I have a concept
in my mind. Guess about it.”
 In order to make the students think he
gives one positive and one negative
example.
 The students are asked to think similar
types of positive and negative example.

28. (B) Analysis of Hypothesis-This phase has
following sub phases:
 Formation of Hypothesis-Different
students form some hypothesis in their
minds and they think of positive and
negative examples.
 Teacher’s Reaction-the teacher reacts to it
saying whether it is right or wrong.
 Rejection or Confirmation of Hypothesis-
hypothesis of some students stand rejected
if the hypothesis is wrong and whatever
examples they have in their minds stand

29.  More examples-The students who are
thinking on right hypothesis feel
encouraged and thus they are able to
think few more positive and negative
examples.
(C)Closure- After the formation of
hypothesis the students have many
positive and negative examples of the
concept, then the students are asked to
identify the attributes and define them
explicitly.
(D)Application-the fourth phase gives an
opportunity to practice . The students
apply that concept.

30. 3.Principle of Reaction-
 During the process of teaching , the
teacher has to react to the responses
of the students at every step.
 Immediate check of wrong answers
and acceptance of right answers is
must.
 For the wrong answers, the teacher
should immediately inform the
students that it is wrong, but the
teacher has to remain supportive to
the students.
 Teacher should make all efforts that
the interaction between the teacher

31. 4.Social system-
 Teacher motivates the students and
guides them in analysis and origin of
concepts.
 Teacher has an important role in this
model because he puts the data in
front of students, creates plan and
guides students.
 The main objective of teacher is help
students in the origin of concepts.
 Proper interaction between students
and teacher make the system socially
efficient.

32. 5.Support system-While presenting the
positive and negative examples given
by teacher the use of
Blackboard
Flash cards
Flannel boards
Real objects
Would become a support for the
teaching process.

33. 6. Application –
 It is applicable to the students of all
age groups and grade levels.
 This model works wonders in
classrooms for language and
mathematics teaching.
 This model is used to develop creative
ability of an individual .

34. Principle Of Concept
Attainment Model
(a) Principle of inductive teaching
(b) Principle of imaginary abilities
(c) Principle of observation
(d) Principle of activity
(e) Principle of application

35. Example
 > Step 1: Create a “Yes” and “No” Section
 Write “Yes” and “No” on the board if you are using visuals or place
“Yes” and “No” tent cards on a table if you are using physical
objects.
 Explain to students that you are going to play a guessing game. We
have a “yes” and “no” section. You are going to take an example and
place it in either the yes or no section. The students’ job is to see if
they can figure out what the concept is…what the big idea is. If you
put it in the “yes” section, that means it is an example of the concept.
Keep coming back to the “yes” section. If you put it in the “no”
section, that means the item is not an example of the concept. Look
for connections in the “yes” section. The “no” section contains all of
the non-examples. Anything put in the “no” section is missing
something important. Students will be creating a definition that
describes all of the “yes” examples.
 You will not be discussing the examples and non-examples. After
you have placed several in the “yes” and “no” sections, you will give
students time to talk. Students should not call out any guesses while
you are showing the examples. They can keep it in their head and
test each sample to see if they have placed it in the correct category.

36.  > Step 2: Provide two or three very strong “Yes”
examples
 Example, show students an image of an
equilateral triangle. Place it in the “Yes” section.
Say, “This is a strong yes example. Let’s put this
in the yes.” Show an isosceles triangle. Place it
in the yes, telling students it is a strong yes.
Repeat for a scalene triangle.
 > Step 3: Provide two or three very strong “No”
examples
 Example, show students a four sided image.
Place it in the “No” section. Say, “This is a strong
no example. This belongs in no.” Show a few
other examples of shapes that do not have three
sides.
 > Step 4: Show more examples and non-
examples
 Hold up an example and ask students to think
about where it belongs. Give them some time to
process individually. Place the example in the

37.  > Step 5: Let students discuss and provide either an
example or non-example
 Give students time with a partner to discuss their
thinking around the examples and non-examples. After
they have had some time, provide them with either an
example or non-example to discuss placement. Once
students have had time to decide, place the
example/non-example correctly. Ask students to create
a beginning definition or description. At this point,
students may state that all shapes with three sides are
“yes” and anything with more than three sides are “no”.
 > Step 6: Show a new non-example
 Show students a non-example that challenges their
definition. For example, show them a three sided shape
where one of the sides is a curve rather than a straight
line. Give them time to decide where it belongs. Place it
in the non-examples. Give students time to discuss with
a partner why it doesn’t fit the “yes” criteria.

38.  > Step 7: Repeat the process above
 Provide students with more examples and non-examples
based on the refined criteria. Have them refine their definition
based on the new evidence. For example, they may state that
the “yes” section consists of shapes with 3 straight sides.
Once they have created a new definition, show a new non-
example that challenges their definition. For example, show a
3 sided figure that is not closed. Provide partner discussion
time and an opportunity to refine their definition again.
 > Step 8: Students share, discuss and refine their definitions
 Group students with another student to share, discuss and
refine their definition. They must come to consensus. Once
they do, that group merges with another group, repeating the
process. You can do this one more time or skip to the large
group discussion. Ask a group to share their definition. Ask
the class to respond. Are there questions they have about the
definition? Are there opportunities to tighten it up? Are there
“holes”? (ie. Did they miss a critical attribute?) Is anything
worded in such a way that it could be misinterpreted? As a
class, come to consensus on a final definition. Have one of
the students prepare a written version that can be displayed
in the classroom.

39. Merits Or Advantages Of
Concept
Attainment Model
 This model develops the power of
reasoning in the students.
 It develops the imagination ability of
the students.
 It helps the students in their
intellectual development.
 It helps in making the students very
good observers.
 The students learn to analyze things
systematically.

40.  The students remain activity engaged
during the process of teaching
learning.
 It develops the habit of self study
among the students.
 It is possible to pay individual
attention.
 Students learn a natural way . They do
not face any type of stress or strain.
 It enables the students to apply their
knowledge in different situations.

41. Demerits Of Concept Attainment
Model
 A student may have wrong hypothesis for
some time and he may go on thinking in
wrong direction.
 Some students in the classroom may
remain absent minded.
 All the students in the classroom may not
be able to participate in the teaching –
learning process. the students who are
active may participate fully and other may
not find any opportunity to participate.
 The students learn the concepts that have
been previously attained , they may not be
able to invent new concepts.