Concept Attainment Model - J.S. Bruner

Steps:

Two Labels - YES and NO

1.Teacher presents a positive instance (words, pictures, objects)

2. Teacher asks for hypothesis (stated or written)

3. Teacher presents negative instance

4. Call for re-analysis of hypothesis

5. Present positive and negative instances (exemplars) with re-analysis of the hypothesis until most of the students have the concept. Note: some may have the correct hypothesis the first time but there is not enough evidence to be sure.  The teacher continues to present positive and negative examples until most students agree on the correct hypothesis.

6. Students then identify additional unlabeled examples as yes or no.  This is a type of checking for understanding where the teacher makes a subtle shift from putting them in the yes or no pile his/her self to asking the students which one they think it goes in.

7. The teacher then officially confirms the hypothesis, names the concept, and restates definitions if needed. 

8.  Students generate additional examples