Concept Attainment Model and Memorization

P2. Practice differentiated instruction.

Bruner’s article “Some Elements of Discovery” corresponds with Joyce et al.’s discussion about concept attainment. Both present an alternate approach to presenting a topic, giving teachers a plethora of tools for differentiated instruction. This methodology also gives students the power to discover and lead their own education. Joyce et al.’s Conception Attainment Model provides an exploratory plan for discovering various topics. Joyce et al. also discusses tools for memorization for knowledge retention. While the two methods seem different, they both aim for higher thinking from students.

The Concept Attainment Model and Memorization, if used effectively, can both foster more complex thinking from the student. The Concept Attainment Model uses problem solving to discover new topics using a “think outside the box” approach where students will see examples of a concept and explore, question and infer what the all of the examples have in common. From here, the teacher will help the students correctly define the concept. This approach supports students in thinking on their own and making their own educational discoveries. Such is the case with discovering math concepts such as area or perimeter of different shapes. Memorization differs from the Concept Attainment Model in that it deals with storing ideas or things in our brain for an extended period of time. While rote learning helps in memorization through repetition, there are other, more mentally stimulating ways to memorize things. Using linking ideas and words to draw connections from new ideas to the student’s previously known knowledge. By establishing these relationships, students create associations with new information, which then helps them recall that information at a later time. Multiplication can be learned in both rote and conceptual ways. Repetition of times tables will work but using the concept of addition to show how multiplication makes adding easier, may stick with students longer and help them understand the concept better.

Both methods are useful for students to expand their thinking skills and analyze various situations. The Concept Attainment Model (Figure 1) works better with discovering an idea or topic while Memorization (Figure 2) and all of its methods help with specific knowledge learning and retention.

Figure 1                                                          Figure 2

      

Joyce, B., Weil, M., Calhoun, E. (2004). Models of Teaching. New Jersey: Pearson.

Bruner, J. S. (1966). Some elements of discovery. In L. S. Shulman & E. R. Keislar (Eds.), Learning by discovery. Retrieved from:https://mountainlightschool.files.wordpress.com/2010/05/sis-session-3-reading-bruner.pdf

Charlotte Mason’s Model vs WA State EALRs

H5- Honor student potential for roles in the greater society.

While reading through Macauley’s paper on Charlotte Mason’s model and educational philosophy, the ideas presented appeared to be applicable to all educational subjects. Similarly, the state of Washington has four foundational learning goals to accompany its  education standards, which also cover all areas of instruction. The parallels between the two demonstrate that Mason’s model supports the state’s current learning requirements (EALRs) and fostering these learning goals will create more efficient and competent members of society.

Mason mentions that “helping kids become critical, creative, curious thinkers” is highly important when it comes to child education and teaching solely for high test scores is a waste of time (Macauley, 2004). This corresponds with the Washington state learning goal, which states that students should be able to “think analytically, logically, and creatively” (OSPI EALRs). While the clear similarity is to allow students to think freely and creatively, it is also important that students can analyze and criticize what they are learning as this is a critical skill to possess later in life. In math for example, creative thinking would take the form of exploring different shapes and having the students, on their own, discover patterns between formulas for each shape’s properties. From here, students can extrapolate their findings into broader concepts. This type of activity allows students to think freely and analytically with teacher assistance rather than the teacher dumping the information in lecture form. When students are allowed to uncover information on their own, they are more inspired to keep learning and investigating new topics and information (Macauley, 2004). Students will develop a sense of ownership over their education and when ownership is present, learning becomes more personal and valuable to students. Fostering independent thinking will improve a student’s confidence and encourage them to keep thinking in this manner. This kind of instruction will challenge students to think in ways they are not used to in order to stretch their capabilities and prepare them for future problem solving endeavors.

Overall, Macauley’s take on Mason’s model clearly supports Washington’s goals regarding how to educate students. Creating a sense of freedom and responsibility for one’s education can inspire students to love learning. Rather than feeding information to students, allowing for self-discovery and creativity will provide a more comprehensive and effective education.

Macauley, S. (2004). When Children Love to Learn: A Practical Application of Charlotte Mason’s Philosophy for Today.

Washington State K-12 Learning Standards. (n.d.). Retrieved January 11, 2015, from https://www.k12.wa.us/CurriculumInstruct/learningstandards.aspx