Inductive Model

1. 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)

2. 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

3. 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

4. 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

5. 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

6. Theoretical Foundations • Social interaction is used to analyze the examples. Social interaction and teacher guidance will help eliminate misinterpretation of the examples

7. 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

8. 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

9. 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

10. 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

11. Concept Analysis It includes the following: • Definition • Characteristics • Examples • Superordinate concept (larger category) • Subordinate concept (subsets of the concept) • Coordinate concept (related subset of the superordinate category)

12. 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

13. The Keys to Making Concepts Understandable • A clear definition • Carefully selected examples • Carefully selected nonexamples

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. Implementing Cont. • Phase 4: Closure • Students summarize or state correct conclusions

22. 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

23. 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

24. Assessing Student Learning • Assessment must match teacher objectives • You can use: • Traditional paper and pencil assessments • Assessments that capitalize on real world contexts