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Models For Teaching: Inductive Approaches
By: Kimberly Crowell &Ana Bailey
“It is only an inductive lesson if the students engage in inductive thinking” (Joyce, Showers, &Weil, 1996)
Natural Resources:Trees (yes) Houses (no) Granite
(yes)Bathtub (no) Sun (yes) Fans (no)Oil (yes) Tent (no) Gasoline (no)
Now, find a commonality amongst the positive examples and negative examples. Then, make a definition.
T-shirt Mississippi RiverCoal SoilCement Wind
Inductive Teaching: Informal & Formal
• Proceeds from specific to general– Draw general conclusions based on particular
examples.– Example: Detectives
• Most learning that occurs in daily life is inductive– Example: Children learn concepts such as happy,
tired, dog, or ice cream through experiences
• Lessons teach the content AND a higher level thinking strategy useful in everyday life!
Informal Inductive Teaching
• Not necessarily unplanned– Fish tank– Rabbit– Collection of plants– Weather stations– Collection of books displayed on a table– Portion of school yard “adopted” for careful
observations throughout the year– Field Trips– Technology
Formal Inductive Teaching
• Focuses primarily on the students’ interaction with information.
• Direct lessons: Teacher presents an idea or skill and then cites specific examples of how it may be applied.
• Inductive lessons: Students are given examples and they figure out the concept or generalization that ties it all together.
• Page 213 Bruner’s Structure
Concept Formation• Use:
– Develop Concepts• Key Attributes/ Student Activities:
1. List data2. Categorize data3. Label concepts
• When planning, two considerations:1. Plan a question or problem that will allow students to
generate a list of data rich enough to include the concept you wish to develop
2. Recognize when students need additional questions to assist them in focusing the categories
Concept Attainment
• Use:– Develop concepts
• Key Attributes/ Student Activities:1.Examine examples and nonexamples of concept2.Identify new exemplars as examples or
nonexamples3.Generate rules/criteria for concepts4.Develop or receive concept labels
Inquiry Lessons
• Require students to inquire, examine information, make hypotheses, gather data, and draw conclusions
• Get students actively involved in discovering a generalization that explain a puzzling event or set of data.
• Capitalize on students’ natural curiosity and desire to find solutions to puzzling or problematic situations
Suchman’s Inquiry
• Use:– Form generalizations
• Key Attributes/ Student Activities:1.View a puzzling event 2.Ask “yes” and “no” questions to explain the event
and/or identify important variables3.Test hypotheses by asking questions or
manipulating variables4.Draw conclusions
Other Inquiry
• Use:– Form generalizations
• Key Attributes/ Student Activities1.Examine data set2.Make hypotheses regarding data3.Test hypotheses on additional data4.Draw conclusions
**Fascinating inquiry projects can be conducted when classrooms share data from different parts of the country or the world.**
Authentic Research
• Definition-inductive lessons in which students collect and analyze data to draw new conclusions.
• These activities appeal to the way the brain naturally learns by engaging students with meaningful, complex experiences
• Data is not presented by the teacher• The results are not identified in advance
Caution!
• When using authentic research you must always make sure the questions are appropriate, there are no predetermined answers, and data is always available.
Descriptive Research
• Asks the question, How are things now?• Main purpose is to portray a current situation as
accurately as possible• Includes observations, surveys, and interviews• Can be conducted in a short period of time• Easiest type of research for young children• Examples: school reporting average reading test
scores for a grade, conducting election polls, observe the types of insects found on school grounds
Historical Research
• Asks the question, How did things use to be?• Main purpose is to reconstruct the past as accurately
and objectively as possible• Appropriate for elementary age students.• Examples: interview a former mayor about his or her
term, a book about a pioneer woman based on her diaries
Continued…
• The main difference between historical research and typical library research is the reliance of the historical research on primary resources • paintings, museum displays, old magazines
**CAUTION: the younger the students, the closer to home we must stay
Experimental Research• Asks the question, What would happen if…?
• Designed to investigate cause-and-effect relationships by exposing experimental groups to some type of treatment
• Manipulates variables– Researcher investigates the effectiveness of a drug
• Students make hypotheses, gather data, and draw conclusions
• Examples: medical studies, studies comparing the effectiveness of teaching techniques
Problem Based Learning
• Definition- learning structured around a complex problem
• students learn content and process as necessary to solve problem rather than being given the problem after the skills are learned– Started in medical schools
• In a classroom, starts with a problem, which is selected by the teacher
Success of Problem Based Learning….
• Depends on 2 things:– The structure of the problem – The skill of the teacher in guiding students
• Teacher shifts between traditional and nontraditional roles
Metacognition• Definition- is the awareness of one’s own thinking• This is a valuable asset for students’ understanding of content
and skills of effective learning• 3 parts of metacognition:
– Being aware of one’s own commitment, attention, and attitude toward a task
– Exertion of metacognitive control over the learning process
– Student monitors how well the planned strategies are working and checks progress made toward the goal
Steps to Inductive Approachespage 228
• Exploring data• Finding patterns or make hypotheses• Test hypotheses• Form concepts or generalizations • Metacognition• Apply understanding in a new situation
* The middle stages (2 and 3) may be repeated as many times as necessary.
Role-Play• Definition- an activity in which students take on a role and
pretend they are a particular person or thing in order to solve a problem or act out a situation.
• Effective tools for enhancing understanding of content and developing of social and life skills
• Can be done in small groups or by one group in front of the class
• No script• Brief activity completed in one class session• Helps students to develop varied points of view by
considering issues from more than one perspective
4 Steps in Panning Role-Play
• Select the general problem area to be addressed
• Define the specific situation to be portrayed • Plan a role for the audience• Decide how you will introduce the role-play
Follow these Steps!
• Provide the introductory activities• Clearly explain the situation to be enacted• Select students for each role and assign the
observation task to the audience• Give the observers a talk to perform• Conduct the role-play one or more times• Allow enough time for the students to respond to
the activity
Simulation• Definition- an activity in which students experience a
simplified version of reality, either through complex extended role-play or through electronic “virtual” experiences
• Involves many students over a period of days, weeks, or months
• Should include a variety of roles that demand differing strengths and weaknesses
• Events should take place as a normal consequence of students actions
• Students should act as they believe their role demands• Many simulations are available on computers