How Can This Effect Language Arts Instruction?

How Can This Effect Language Arts Instruction?

     When concept attainment models are considered are typically with use of science or mathematics lessons. These subjects are more directly related to the creation and integration of new concepts. However, all subject areas can benefit and have benefited from the use of concept attainment models in the classroom. Language arts can benefit from concept attainment models in several ways.

   Often when teachers are educating students on new words and their meanings, they take a direction that focuses on memorization. As discussed in other entries, focusing instruction on memorization alone is not effective because it is not how our brain operates, it is also not effective in helping students retain the information that they have learned. In order for these new words and definitions to be retained properly, we need to find a way to connect these new words and meanings to the students prior knowledge and experiences using concept attainment models.
     The task presented to teachers is to shape an entirely new concept in the mind of the student (Carroll, 1964). The teacher must teach the word and the meaning, they must recognize unfamiliar ways in which familiar words may be used, and they must be aware of the possibility in meaning. This is a large task to be tackled by an educator, and the old models and strategies may not be effective in doing so accurately.


      Another area of language arts instruction that may benefit from concept attainment models is the reading of stories and literature. One research study has shown that the retelling of stories is effective in improving children's comprehension of the story, concept of story structure, and oral language complexity (Morrow, 1985).  Mentally reconstructing the events by rearranging pictures in the stories sequence, role playing the story, or building representations of the story are all effective in improving comprehension (Morrow, 1985). This is because these tasks are more closely related to how our brain learns and retains information. These tasks could be included and implemented as part of a concept attainment model lesson plan.

                                                         References

Carroll, John. (1964). Words, Meanings, and Concepts. Harvard Educational Review. Volume 34.

                 Issue Number 2. page 178-202.

Morrow, L. Mandel. (1985). Retelling Stories: Strategy for Improving Young Children's

               Comprehension, Concept of Story Structure, and Oral Language Complexity. The 

               Elementary School Journal. Volume 85. Issue Number 5.