Intriguing lessons based on the Concept Attainment model. Ask students to decide _why_ items are grouped into two different categories. *A Byrdseed favorite!*
In a Concept Attainment lesson, we give students examples and non-examples of a concept -- without telling them what that concept is!
Can your students puzzle out the differences in these types of figurative language - without any instruction!?
Can your students puzzle out the differences in these sentences - without any instruction!?
Students will be working with examples and non-examples to arrive at the topic of living vs non-living things.
Students will be working with examples and non-examples to arrive at the topic of invertebrates vs vertebrates.
Students will be working with examples and non-examples to deduce the topic of electrical conductors!
Can your students puzzle out the differences in these two types of sentences - without any instruction!?
Can your students puzzle out the difference between these two types of sentences without any instruction!?
What makes these clauses different?
What's the deal with these four sided polygons?
Students will be working with examples and non-examples to deduce the topic of nocturnal vs diurnal animals.
Students will be working with examples and non-examples to deduce the topic of cubism.
Students will be working with examples and non-examples to deduce the topic of archipelagos.
Students will be working with examples and non-examples to deduce the topic of regular polygons.
Students will determine when "may" is used for possibility and when it's used for permission.
Students will be working with examples and non-examples to deduce the topic of Kinetic vs Potential Energy.
Can students figure out the differences between sentences with past progressive and simple past tenses using the concept attainment model?
Students will be working with examples and non-examples to deduce the topic of Reptiles vs Amphibians.
Can your students puzzle out the differences between these two tenses - without any instruction!?
Students will be working with examples and non-examples to deduce the topic of capital cities.
Can the concept attainment model make transitive and intransitive verbs interesting? In my experience, it sure can!
Students will be working with examples and non-examples to deduce the topic of Deciduous vs Coniferous.
Students will be working with examples and non-examples to deduce the topic of Saltwater vs Freshwater Organisms.
Students will be working with examples and non-examples to deduce the topic of Arctic vs Antarctic.
Students will be working with examples and non-examples to deduce the topic of Spain vs Germany.
Students will be working with examples and non-examples to deduce the topic of misnomers
Students will be working with examples and non-examples to deduce the topic of Countries vs Smaller Regions.