What follows is a sample of how to teach in a Virtual School VS-BBS
learning environment.  I have tried to be as specific as possible in
explaining how to carry out the attaining concepts model in a computer
environment.  This model was inspired by the book "Models of Teaching"

                       ATTAINING CONCEPTS
                               by
                          Ken Blystone

     We live in what has come to be known as the information age.
Although information has always been something that people have had
to deal with, the term information age has evolved for two reasons,
1) the sheer volume of information has increased dramatically in
recent years, so much so that people realize the difficulties in
keeping up with it, and 2) the ability to process information using
computers has changed the way people do their work, their thinking,
and the way they approach problem solving.  In education it is quite
appropriate that we use computers and develop strategies to show
students how to master the machine that has created a situation in
which vast amounts of information are at our fingertips; so vast and
so readily available in fact, that it can be confusing to know what
to do with all of it or even to know where to start.  The
information-processing family of models can and should be incorporated
into a computer environment with which the student can interact.
     The Academy educational computer system provides an environment
in which educational concepts and information can be stored and
presented to students.  A large number of students who call the
system are in grades 9 through 12.  Many of these students have used
computers before to play what are called "adventure games."  These
games are not particularly educational in nature, but they do require
that students use memory and logic to successfully complete the game.
If academic content could be incorporated into such a game, while at
the same time using structures of presentation that teach how to work
in a computer environment, a most powerful instructional device would
be created.
     Attaining Concepts is based on the ability to categorize.
To play an "academic adventure game" within a computer environment
would require that the student understand the power of categorization
and demonstrate their ability at low levels of this skill.  Prior to
being allowed to access the game proper, students would be given three
low level skill tests to determine their preparedness and to teach
them the categorization process.  Files presented to the student would
include:

Example One:

In the following example,
see if you can tell which item does not belong.

  Item 1   Item 2   Item 3   Item 4   Item 5
    9        3        7        2        5

Example Two:

In the following example,
see if you can tell which item does not belong.

  Item 1   Item 2   Item 3   Item 4   Item 5
   dog      cat      fly      pin      lamp

Example Three:

In the following example,
see if you can tell which item does not belong.

  Item 1    Item 2    Item 3    Item 4    Item 5
  January   February  May       March     July


In the first example students would recognize that all of the numbers
are odd except for item 4 which is an even number and therefore the
one that does not belong.  In example two, all words are nouns that
describe various things.  In this slightly more difficult
categorization problem the student would probably recognize that three
of the items are living things and two are not.  They may make
distinctions such as the dog and cat are mammals while the fly is
an insect.  They may also recognize that the some of the words could
be used as verbs, but ultimately the student would see that all of
the nouns are three letters in length except for item 5 which is
four letters in length and the best choice.  The third example is
the most difficult and one that is intentionally "open ended."
The problem asks for one correct answer, and yet there are different
correct answers.  All of the months but one have 31 days in them and
many students would pick February as the item that doesn't belong.
Yet, there is another answer which many students might overlook and
that is all months end with the letter "y" except for March.  At this
point, those students who selected something other than March would be
asked to defend March as being the correct answer.  This would act as
a test of the attainment of the sample concept.  Hopefully what would
occur is that students would respond inside the computer environment
with their analysis of the months of the year in such a way as to
successfully defend March.  Students should point out that four months
of the year end in the letter "y", four months of the year end in "r",
and the other four months of the year each end in a different letter.
     Once students understand the process of concept attainment
through the samples presented above, they would be ready to actually
use the process in a content-related academic adventure game.  The
object of the game would be to derive a number from eight items
presented within the computer environment.  The items would be ordered
from place one to place eight and students would be asked to determine
whether each item belong with the others or not.  If students decide
that it belongs, then students would place a one in that position or
place.  If students decide that the item does not belong they would
place a zero in that place.  By positioning the items from right to
left where item 8 is the left most column and item one is placed at
the right most column, a binary sequence would be created of ones and
zeros.  For each game students would have to decide which items should
be included, place a one in the columns based on their position within
that game puzzle and make a guess of a single decimal number taken
from the binary equivalent.  The content could come from virtually
any subject area.
                   Evaluation of the Teacher
     The process described here provides students with an opportunity
to participate individually or in teams to determine which exemplars
are positive and negative.  Students are free to message with their
instructor if they need help and/or corrective feedback. By presenting
simple examples in beginning files and progressing to more difficult
concepts in the actual game the instructor should easily gain credit
for good sequencing.  The idea of having to solve many problems to
obtain a single answer would challenge students and making a game out
of it would appeal to their interests.  The use of a computer
delivery system that students call from their homes removes some of
the physical attributes from the evaluative process.  However,
keeping computer files organized, getting students online in an
orderly and timely fashion, and observing whether students are doing
the proper files within the computer environment are observable,
verifiable behaviors on the part of the teacher.  Although a computer
system does not provide a traditional classroom setting, there is an
environment in which instruction and learning are taking place.
Future attempts to appraise teachers who use computer environments
in which to teach will have to take into account that traditional
physical and time constraints have been minimized so that more
emphasis is place on content, instuctional strategies, and
presentation of subject matter.

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