concept attainment model

Concept attainment model

Name of the teacher

Name of the school

Subject

 Unit

Topic

 

Content objectives

To attain the elements of a democratic country

To differentiate democratic countries and reign countries

To understand the importance of democracy in the present situation

 

Process objectives

Increase the logical reasoning capacities

Improving the analyzing stratagies

syntax	Teacher activity		response
Phase 1 Presentation of data and identification of concept	Teacher presents labeled examples
	Positive examples	Negative examples
	India Sri lanka America Russia pakistan	Bhutan China Kuwait Southey Arabia Kenya
	Teacher asks the pupil to observe the given chrt and find out the specialities Specialties of positive examples ·        People are the greatest wealth ·        People elect their leader ·        Gives importance to people’s welfare ·        The ultimate power lies in the hands of people ·        Election cannot be avoided and is compulsory Specialties of negative examples ·        Single party ·        Monarchy ·        Rule of army or rule of king ·        People have not much power or voice ·        Give importance to desires of the party or the individuals Hypothesis 1 Pupil : is these are the name of the countries ? Teacher : yes, but it come under a special group. Hypothesis 2 Pupil : it these are developed countries? Teacher : No, developed, developing or under developed countries are present. Hypothesis 3 Pupil : are the names are the names of democratic countries? Teacher : yes these are democratic countries. Democracy is a process which gives importance to the people.
Phase  2 Testing the attainment of the concept	Teacher presents the unlabeled examples Southey Arabia  N Afghanistan Y Italy  N Ethiopia N Britain N France Y Nepal N Bengladesh Y Ask the students to find more examples of democratic nations. Teacher explains the hypothesis name, concept and restates the definition according to the essential attributes Name of the concept democracy Definition Democracy is for the people by the people and of the people
Phase 3 Analysis of thinking strategies	Pupil explains their views and points when they saw the examples. First when they saw the examples they thought that it is the name of some countries. Then after some times they thought these are the names of developed countries / under developed countreis / developing countreis. At last they found out that these are the names of democratic countries.

support system

·        A chart with positive and negative example

·        A chart with unlabeled examples

·        A chart with definition of democracy with examples

Principles of reaction

Teacher helps the pupil to check the examples . At last she explains how through the examples they can reach to the topic democracy

Social system

Democratic learning environment was provided. Students are actively participate the learning process and the teacher clarifies their doubts at the proper time and enables the students to reaches the concept

Instructional effect

Pupil understands the concept democracy and its features. They can differentiate democratic nations with other nations.

Nurturant effect

Pupil utilizes their thinking capacities and reaches the concept through logical reasoning. Observation skill also utilized the pupil. They analyses each labeled as well as unlabeled examples to reach the concept.