Steps for a Concept Attainment Model

Planning the activity

1. Determine the concept that children will attain.

2. Clarify the concept by defining it.

3. Choose objects, pictures, symbols, words, and so on that children can identify as examples (with a "yes" or "thumbs up") or nonexamples (with a "no" or "thumbs down"). Determine about 10-15 "yes" and 10-15 "no" items in advance.

4. Arrange examples and nonexamples in order for presentation. You should arrange items so that initially more than one concept might apply. The concept-attainment activity will demonstrate this. Eventually, as you present more "yes" items, children will narrow their ideas to one concept. At the early childhood level, I recommend that the teacher always start the activity by presenting two very obvious "yes" items and then two "no" items, one at a time. "Yes" items must all have a common feature. "No" items should contain a variety of attributes instead of simply being the opposite of the "yes" items.

5. Review items in advance for presentation and anticipate children's reactions. Make sure that every "no" item does not fit the concept or idea. Adjust the order of items if necessary. Although you should devise a written plan, remember that you can make adjustments to the order of items while implementing the activity. Be flexible; every group of children will respond differently.

6. Determine when to present the concept-attainment model in the curriculum for learning effectiveness. For example, would it be most effective as an opening activity, an activity in the lesson, or a closing activity for summative assessment?

                                                              Reference

Gallenstein, Nancy L. "Creative discovery through classification." Teaching Children Mathematics11.2 

                (2004): 103+. Academic ASAP. Web. 23 May 2015