In February, this blog will be celebrating its ten-year anniversary! Leading up to it, I’m re-starting a series I tried to do in the past called “A Look Back.” Each week, I’ll be re-posting a few of my favorite posts from the past ten years.
You might also be interested in:
This post was originally published in 2016:
I’m a big fan of using Concept Attainment in teaching grammar and writing, and have shared many examples in blog posts and in my books. You can see previous posts at The Best Resources About Inductive Learning & Teaching.
I gave a short presentation about it to some of my school colleagues this afternoon. I thought readers might find it useful to see the materials I prepared.
First off, though, here’s a quick description of the strategy that comes from our forthcoming book, Navigating The Common Core With English Language Learners:
Another form of inductive learning we use with ELLs to improve their writing is the use of examples and non-examples, known as Concept Attainment. This strategy, originally developed by Jerome Bruner and his colleagues, involves the teacher identifying both “good” or “Yes” and “bad” or “No” examples of the intended learning objective. As the teacher shares the “Yes” and “No” examples with students, they are encouraged to develop the reasoning which supports why an example is a “Yes” or a “No.” This inductive learning strategy is a great way to teach multiple elements of writing including sentence structure, grammar, development, and organization.
This first example, which includes all examples of student writing (that’s one of the keys to success of this strategy) is focused on teaching when to use “is” and when to use “are.” The paper is put on the overhead, with all sentences except for the first one under “yes” covered. The teacher then uncovers the first “no” example, asks students to think for a minute, talk to a partner, and see if students can figure out why one is under “Yes” and the other under “No.” We can continue this process until students have come to a conclusion. They then re-write the “no” examples correctly and formulate a “rule.”
The next sheet I shared was the one at the top of this post and is designed to teach when to use “have” and when to use “has.” The same process is used.
Those first two are model for how to use concept attainment to teach simple grammatical concepts.
The next example I used shows how to use it to teach more sophistical grammar and writing strategies, and I previously published those examples in an insanely popular post titled Teachers Might Find My “Concept Attainment – Plus” Instructional Strategy Useful.
That post describes in detail the process I developed and which I call “Concept Attainment – Plus.” Here are sheets I used in the three-step process that is designed to teach the even more sophisticated “I Say, They Say” essay framework, as well as verb tense agreement.
Lastly, I shared even more sophisticated examples of using Concept Attainment to teach the “PQC” – Point, Quote, Comment and “ABC”- Answer the Question, Back it up, make a Connection. You can find those examples at my post, Here Are Some Examples Of Using “Concept Attainment” In Writing Instruction. My talented colleague, Lara Hoekstra, prepared those examples.
I remain convinced that there are no more effective and engaging instructional strategies to teach grammar, and few others that are equally successful in developing successful writers.
Let me know experiences you’ve had using this strategy in your classroom in the past or in the future….