Concepts Formation

1. Mrs. Samia Dogar
Associate Prof
Federal College Of Education H-9 Islamabad

3.  is a classification activity that leads the
students to use item characteristics for
classification.
 It develops their abilities to observe
items thoroughly and to make useful
observations.
 It also helps them to discover methods of
classification.

4.  Concept formation as a teaching
strategy is to have the students
examine carefully some
objects/actions/processes, and to
think about a method for classifying
them. Aim:
Concept formation helps us to
disregard what is inessential by
creating idealized structures that
focus on what is essential.

5. • In a CONCEPT ATTAINMENTCONCEPT ATTAINMENT, the teacher
gives the students examples of
objects/actions/processes already classified
the way she/he wants them to classify them.
• In CONCEPT FORMATIONCONCEPT FORMATION, the teacher gives
the students a lot of
objects/actions/processes, and the students
choose how to classify them.

6. I. INDEPENDENT STUDY
 Independent learning involves "planned independent study by
students under the guidance or supervision of a classroom
teacher". It may involve one or more of the following
strategies:
II.DIRECT INSTRUCTION
Direct instruction is a teacher-centred
approach. While often overused, it is an effective
instructional strategy when the teacher's goal is
to:

7.  Provide information
 Teach standard procedures
 Develop step-by-step skills
It involves the following strategies:
 Demonstrations: A demonstration refers to a
"teacher activity and talk that shows students
"how".
 Didactic Questions: used to effectively diagnose
recall and comprehension and to draw on prior
learning experiences.
 Drill and practice: Drill and practice "refers to the
structured, repetitive review of previously learned
concepts to a predetermined level of mastery.“

8. • Explicit teaching: Explicit teaching involves "six teaching
functions:
o presenting new material
o conducting guided practice
o provide feedback and corrective
o conduct independent practice
o daily, weekly and monthly review.
• Mastery Lecture: Mastery lecture is a type of direct
instruction. A significant amount of information can be
communicated in a relatively short period of time. The
quality of a lecture improves when audio and visual aids
are incorporated and if interaction between the teacher
and the students is facilitated.

9. • Guides for reading, listening, and viewing: Guides for
reading, listening, and viewing refer to "providing leading
questions, diagrams, or statements to assist students in
focusing on the important ideas within text, lecture, media, or
other presentations.“
• Structured overview: A structured overview "refers to
organizing and arranging topics or concepts to make them
meaningful to students."

10.  INTERACTIVE INSTRUCTION
 Brainstorming : Brainstorming is a strategy for generating creative
ideas and solutions. It is thinking that is definitely "outside the box."
Because its focus is the generating, not the evaluating, of ideas,
brainstorming works especially well in groups. An idea offered by one
individual may inspire ideas in others in the group, which in turn
inspires more ideas. To brainstorm effectively, a number of guidelines
should be followed:
 Clearly define the topic of the brainstorm.
 Make the rules clear i.e ( every idea is welcome, no matter how
unusual or improbable, every idea is recorded, being inspired by
others’ ideas is desired.)
 Have a volunteer write down the ideas for all to see.

11. 2. Circle of Knowledge: A circle of knowledge "involves each
student in thinking and discussing with a peer before sharing ideas
with a large group.“
3. Cooperative learning groups: Cooperative learning groups "are
heterogeneous with respect to student characteristics and have
two to six members sharing the various roles. Group members are
interdependent in achieving the group learning goal.“
4. Debate: Debate is an oral exchange of ideas through a specified
structure.

12. 5. Discussion: Discussion begins with the selection of a problem or issue.
This issue may or may not have a particular solution. The problem or
issue being discussed should be "based on material familiar to students
and should conclude with consensus, a solution, clarification of insights
gained, or a summary.“
6. Interviewing: Interviewing, a meeting during which information is
obtained by one person from another, is an excellent means for
students to gain an insight into another's worldview. Effective on-line
interviewing, like face-to-face interviewing, begins with the
development of basic skills and thorough preparation. Students may be
the interviewer or the interviewee, depending upon the skill set being
developed and the information sought.

13. 6. Lab groups: Lab groups are "cooperative learning groups in an
experimental setting.“
7. Panels: Panels are "small groups that individually discuss an
issue in front of the rest of the class under the direction of a
moderator.“
8. Peer Practice: Peer practice "involves each student rehearsing
skills or conceptual information with a peer.“
9. Problem solving: Problem-solving, or problem-based learning,
is a constructivist approach that promotes student involvement
and active learning. This instructional strategy uses real-world
problems as the organizational focus of student learning. In
problem-solving, students are self-directed learners while the
teacher acts as facilitator.

14. 10. Role play: Taking on roles and interacting in groups actively involves
students in learning opportunities. By taking on a perspective other than
their own, students begin to appreciate the beliefs, wants and needs, and
motivations of others while trying to find creative and effective solutions
to challenges.
11. Tutorial Groups: "Tutorial groups are set up to help students who need
remediation or additional practice, or for students who can benefit from
enrichment. A tutorial group is usually led by the teacher. Tutorial groups
provide for greater attention to individual needs and allow students to
participate more actively.

15. IV. INDIRECT INSTRUCTION
 Indirect instruction is a learning-centred teaching strategy. It promotes student
involvement in the learning process and, in doing so, fosters true learning for
understanding. It includes the following among its strategies:
A. Case study: A case study is a story, told with a wealth of accurate, detailed
information, which offers students the opportunity to:
o evaluate the information provided for importance and relevance,
o identify the problem situation and recognize the particulars relevant in defining
the problem,
o formulate possible solutions for the problem,
o evaluate the possible solutions, selecting one solution,
o create a plan of action for implementing the chosen solution, and
o anticipate obstacles to the successful implementation of the solution.

16. B. Cloze procedure: Cloze procedure originated as a diagnostic
reading assessment technique. In a cloze procedure, every nth
word is deleted from a selected reading. Students are then asked
to read the passage, inserting a word into each blank to create a
meaningful reading.
C. Concept attainment: Concept attainment is an indirect
instructional strategy that compels students to identify
distinguishing characteristics of a given item or concept.
D. Concept Mapping: It is said that a picture is worth a thousand
words. A concept map is a graphic representation of a network of
concepts with links revealing patterns and relationships between
the concepts.

17. E. Inquiry: Inquiry method is a process of asking and answering
some key questions. It is a method in which the students
generate their own knowledge. Inquiry is an Indirect
Instructional Strategy that promotes active, self-directed
learning. Through the process, the student learns to think
critically and to problem-solve, while also discovering course
content.
F. Problem Solving: Problem-solving, or problem-based
learning, is a constructivist approach that promotes student
involvement and active learning. This instructional strategy
uses real-world problems as the organizational focus of student
learning. In problem-solving, students are self-directed
learners while the teacher acts as facilitator.

18. F. Reading for meaning: Reading for meaning is an indirect
instructional method in which the reader reads with the intent of
understanding the information presented; that is, the reader
interprets the material to construct meaning within the context of
the text. A key part of this process is making connections between
what is already known and what is new.
G. Reflective study: While reflective study may take many
forms(reflective writing or reflective discussion) , the purpose of
the work is for the student to learn more about himself or herself.

19. 4. When classification is complete, have
each group explain their grouping
rationale to the class and show which
groups contain which items.
5. In order to have the students evaluate
the general usefulness of their grouping
rationale, provide them with other items
to see if they can be fit into the
established groups.

20. 1. Divide the students into small groups.
2. Provide the students with a number of items to
classify. These items could be real objects, ideas, or
words. Students will find it easiest to work with real
objects.
3. Ask the students to organize the items into groups
according to characteristics of their choice. Make it clear
to the students that they will have to explain their
grouping rationale. (Note: if you want your students to
group according to certain criteria, identify the criteria
for them.

21.  What do you understand by the term
concepts ? Explain its formation, also
describe types of concepts.
 Any Questions?
samia42001@yahoo.com