The concept analysis model emphasizes identification of critical attributes, examples, and non-examples with the intent of providing students with information that they will need to make generalizations and apply the concept in other situations. This strategy is effective with students in upper elementary grades through high school.
Teacher preparation:
Complete the following steps to be prepared to present the concept to students. In addition, the teacher should gather materials that will make the concept as visual and as real as possible.
1. Select a concept that is key to understanding the text that students must read.
2. Analyze the concept by:
 Identifying the critical attributes of the concept.
Identifying the non-critical attributes of the concept.
Critical attributes consist of characteristics that, when taken together as a set, differentiate the target concept from other concepts. The entire set of attributes must be present to define the concept.
Using mammal as an example:
a. Critical attributes
(1) body covered by hair, fur, or wool
(2) mammary glands
(3) lungs
(4) 4 limbs (arms, legs, flippers, paddles, etc.)
(5) give birth to living young
(exceptions: duckbilled platypus, spiny anteater)
(6) two parents
(7) capable of movement
b. Non-critical attributes
(1) color
(2) sex/gender
(3) size
(4) age
(5) number of parents after birth
(6) dietary habits
(7) life span
3. List examples and non-examples and, for younger children, gather materials to represent each example/non-example in a visual manner.
(Examples of the concept contain the set of critical attributes; non-examples lack some or all of the attributes in the critical set.)
Steps for instruction:
1. Tell/sign the name of the new concept and write the word on the board.
2. Present 3 examples of mammals with a visual representation.
Tell the students that all 3 are mammals.
Ask them to compare the 3 pictures.
Write their responses on the board as they list the differences and similarities.
3. Show them your list of critical attributes.
Tell them that all mammals will have all of these characteristics.
Check their list of similarities and note the ones that are on the critical attribute list.
Using your 3 examples of mammals, have them review each critical attribute and determine that each of the mammals possesses that characteristic.
4. Discuss your list of non-critical attributes. Tell them that mammals will also have these attributes but so will many other creatures.
5. Refer to the 3 original examples and add 2 more, one at a time.
Have students determine by reviewing the critical attribute list that the 2 new examples are also mammals.
Have them also review the list of non-critical attributes.
Have the students add more mammals to the list. Every time they add a mammal, they must use the critical attributes to justify why it is in that category.
6. Present a non-example.
Have the students review the list of critical attributes to determine that the creature is not a mammal.
Also have them review the list of non-critical attributes so they see that these are not discriminating features.
Have the students add more non-examples to the list justifying why
each creature is not a mammal.
7. Provide a discrimination activity for the students to complete individually, with a partner, or in a small group.
Give them pictures or a word list of examples and non-examples of mammals.
Have the students categorize the pictures or words under the right heading. If they are not sure, they should use classroom/library/internet resources to find out.
When completed, the students compare their work and discuss.
8. Work with the group in writing a summary paragraph or ask each student to write a paragraph summarizing what they know about mammals. If done individually or in small groups, students share and discuss their paragraphs.
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