Teaching Syntax Model is a one model of learning from many existing models of learning in Educations, Phase one involves presenting data to the learner. Each unit of data is a separate example or nonexample of the concept. The units are presented in pairs.
The data may be events, people, objects, stories, pictures, or any other discrim¬inable units. The learners are informed that all the positive examples have one idea in common; their task is to develop a hypothesis about the nature of the con-cept. The instances are presented in a prearranged order and are labeled yes or no. Learners are asked to compare and justify the attributes of the different examples. (The teacher or students may want to maintain a record of the attributes.)
- Finally, learners are asked to name their concepts and state the rules or defini¬tions of the concepts according to their essential attributes. (Their.hypotlieses are not confirmed until the next phase; students may not know the names of some concepts, but the names can be provided when the concepts are confirmed.)
In phase two, the students test their attainment of the concept, first by correctly identifying additional unlabeled examples of the concept and then by generating their own examples. After this, the teacher (and students) confirm or d isconfirm their original hypotheses, revising their choice of concepts or attributes as necessary.
In phase three, students begin to analyze the strategies by which they attain concepts. As we have indicated, some learners initially try broad constructs and gradually narrow the field; others begin with more discrete constructs. The learners can describe their patterns—whether they focused on attributes or concepts, whether they did so one at a time or several at once, and what hap¬pened when their hypotheses were not confirmed. Did they change strategies? Gradually, they can compare the effectiveness of different strategies.
Social System
Prior to teaching with the concept attainment model, the teacher chooses the concept, selects and organizes the material into positive and negative examples, and sequences the examples. Most instructional materials, especially text books, are not designed in a way that corresponds to the nature of concept learning as described by educational psychologists.
In most cases, teachers will have to prepare examples, extract ideas and materials from texts and other sources, and design them in such a way that the attributes are clear and that there are, indeed, both positive and negative examples of the concept. When using the concept attainment model, the teacher acts as a recorder, keeping track of the hypotheses (concepts) as they are mentioned and of the attributes.
The teacher also supplies additional examples as needed. The three major functions of the teacher during concept attainment activity are to record, prompt (cue), and present additional data. In the initial stages of concept attainment, it is helpful for the examples to be very structured. However, cooperative learning procedures can also be used successfull
Principles of Reaction
During the flow of the lesson, the teacher needs to be supportive of the students' hypotheses—emphasizing, however, that they are hypothetical in nature—and to create a dialogue in which students test their hypotheses against each others. In the later phases of the model, the teacher must turn the students' attention toward analysis of their concepts and tbeirthinking strate¬gies, again being very supportive. The teacher should encourage analysis of the merits of various strategies rather than attempting to seek the one best strategy for all people in all situations.
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