Criticism Models Teaching Day 1 – Concept Attainment Model by Akhila A.

On Criticism Models Teaching Day 1, we witnessed a thoughtful and well-executed demonstration of the Concept Attainment Model (CAM), conducted by Akhila A, a dedicated student-teacher from the Mathematics optional. The session was part of the ongoing teacher training program aimed at mastering various models of teaching and refining classroom practices through peer and mentor feedback.

📚 Lesson Details

Subject: Mathematics

Class: 8

Unit: Equal Triangles

Topic: Isosceles Triangles

Model Used: Concept Attainment Model

Teacher: Akhila 

🌟 Introduction to the Model

The Concept Attainment Model, developed by Bruner, Goodnow, and Austin, is a powerful strategy for helping students understand abstract concepts through a process of comparing examples (Yes/No cases). It promotes higher-order thinking by allowing students to discover the defining attributes of a concept themselves.

🧮 Session Overview

Akhila started her session with a warm and engaging introduction that immediately captured the attention of the students. She set a clear objective: to help students identify and understand the properties of isosceles triangles through a process of classification and guided discovery.

The presentation included:

• A well-organized chart with examples and non-examples of triangles.
• Thought-provoking questions that encouraged students to observe, compare, and classify based on common features.
• Clear highlighting of attributes such as equal sides and equal angles, leading to the definition of an isosceles triangle.
• The students were actively involved throughout the process, identifying patterns and discussing their observations. Akhila skillfully facilitated the discussion, using both verbal and non-verbal reinforcement techniques to support student responses.

✅ Strengths of the Lesson

Effective Use of CAM: The lesson remained true to the principles of the Concept Attainment Model, allowing students to construct knowledge independently.

Visual Aids: Well-prepared teaching aids enhanced clarity and engagement.

Student Participation: High levels of student interaction and curiosity were evident throughout the class.

Classroom Management: Akhila maintained a calm, encouraging atmosphere conducive to learning and exploration.

Reinforcement: Timely appreciation and gentle correction supported the learning process.

📌 Feedback and Suggestions

As part of the criticism session, peer and faculty evaluators appreciated Akhila’s confident delivery and adherence to the CAM strategy. A few constructive suggestions included:

Incorporating real-life examples of isosceles triangles to further relate the concept to everyday experience.

Using geometrical tools or digital demonstrations for better precision.

Providing a short follow-up activity or assessment to consolidate learning.

🎯 Reflection

The session showcased the practical application of a theoretical teaching model, reinforcing how abstract concepts can be made accessible through structured, student-centered strategies. Akhila’s clarity in concept delivery and strategic questioning demonstrated the effectiveness of the Concept Attainment Model in mathematics teaching.

📝 Conclusion

Criticism Day 1 was a meaningful step in building professional teaching competencies. Akhila A’s lesson on isosceles triangles exemplified how thoughtful planning and the right teaching model can transform a classroom into a collaborative learning environment. The feedback and reflection process further added value, contributing to the continuous growth of future educators.