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Inductive Model
Also known as guided discovery Teacher’s role is to provide examples that
illustrate the content and then guide students’ efforts to find patterns in the information
Learners construct their own understanding (with careful guidance and questioning by teachers)
Sample Lessons
Judy Nelson’s longitude and latitude Sue Grant’s behavior of gases Jim Rooney’s rules for punctuating
singular and plural possessive nouns
An Overview Each topic was specific and well defined Each teacher presented chosen examples and
then guided the students as they formed their conclusions
Each teacher used a variety of teaching strategies to guide students to the correct conclusion(s)
The students used basic cognitive skills to move from the examples to the conclusions
Characteristics of the Inductive Model
Highly sophisticated and demanding instruction Teachers must be expert in questioning Teachers must monitor behavior Teachers must make on the spot decisions
about what questions to ask and which students to call on
The students must be guided to analyze the information
Theoretical Foundations
Lessons using Inductive Model begin with and are built around examples These examples become the experiences
that learner use to construct their understanding of the topic
Theoretical Foundations
Social interaction is used to analyze the examples. Social interaction and teacher guidance will help eliminate misinterpretation of the examples
Theoretical Foundations
The teacher guides the students. It is a dual role: (1) accepting and honoring the students’
“inventions” of knowledge (even when they are wrong) while at the same time
(2) guiding the students toward a more mature understanding
Concepts
Categories with common characteristics Mental categories, sets, or classes
Latitude is a concept Rectangle is a concept Perspective in art is a concept
The number of concepts in the school curriculum is nearly endless
A Concept’s Characteristics
A concept’s characteristics are its defining features Example: Rectangle Common Characteristics
• Opposite sides equal in length• Opposite sides parallel• All interior angles are 90 degrees
Some Concepts are “Fuzzy” Example: Cars
Best to present a “fuzzy” concept using either prototypes or exemplars
Prototypes are the best representatives of its class Exemplars are the most highly typical members of its
class.
USA: prototype of democracy
CAR: exemplars are Ford Taurus, Toyota Camry
Concept AnalysisIt includes the following: Definition Characteristics Examples Superordinate concept (larger category) Subordinate concept (subsets of the concept) Coordinate concept (related subset of the
superordinate category)
Example: Adjective
Definition: part of speech, modifies a noun Characteristics: modifies a noun Examples: old car, exciting game, home
team Superordinate concept: parts of speech Subordinate concept: Predicate adj. Coordinate concept: Adverb
The Keys to Making Concepts Understandable
A clear definition Carefully selected examples Carefully selected nonexamples
Relationships among Concepts
Principals: relationships among concepts accepted as valid for all known cases
Principles are also known as laws Example: All like magnetic poles repel,
unlike magnetic poles attract
Relationships among Concepts
Generalizations: general patterns with known exceptions
Example: a daily dose of aspirin reduces the danger of a heart attack This is generally accepted as good medical
practice, but there are exceptions for certain medical conditions
Relationships among Concepts
Academic rules: relationships between concepts arbitrarily derived by people
Example: Rounding The rule is: Round up a number if the last
digit is 5 or higher We could have set the last digit at 6 or
higher, we have arbitrarily set it at 5 or higher
Planning Lessons with the Inductive Model
Identify topic Specify learning objective(s) Identify examples and nonexamples
Use quality examples Use a variety of examples Use real world examples Use concrete materials Use pictures Use models Use vignettes (case studies) Use technology and computer software
Implementing Lessons Using the Inductive Model
Phase 1: Introduction The focus of the lesson is established The teacher attracts students’ attention The teacher activates curiosity and
motivates students Poses a problem to solve Reviews previous material on subject
Implementing Cont. Phase 2: The open-ended phase Students make observations and
comparisons that are used for further analysis With examples and nonexamples
Teacher promotes involvement by asking open-ended questions
Teacher ensures success
Implementing Cont.
Phase 3: The convergent phase Teacher narrows the range of student
responses and assists them in identifying the essential characteristics of a concept, or guides students to a generalization, principle, or academic rule
Implementing Cont. Phase 5: Application To insure transfer, students must be able to
apply their knowledge outside the classroom Teachers provide opportunities for students to
relate the topic to the real world Independent seatwork Homework Teachers link new knowledge to previously learned
knowledge
Characteristics of Inductive Model
Emphasizes critical, higher-order thinking Increases student motivation
Learner involvement and success Evokes curiosity and challenges students to find an
“unknown” Examples provide background information to
accommodate individual differences Creative model peaks student interest