Home > Collaboration and Communication, Rigor, UCCS CLASS > Inductive Thinking from “Models of Teaching” #edchat

Inductive Thinking from “Models of Teaching” #edchat

To create an environment where learners can use inductive thinking uses three basic ideas.  One is focus, the learners need to be able to master a single topic. Second is conceptual control, the learners have to find meaning in the single subject, they need to understand the similarities and differences and see the connections.  Three is converting that conceptual understanding to skill. As the learners use the concepts, they learn how to use the concepts in different situations. “The inductive model causes students to collect information and examine it closely, to organize the information into concepts, and to learn to manipulate those concepts.” (p. 87) The also showed how much the research proved the success of this style, ending with the truth that “teachers who ‘reach’ the students with poor histories of learning and help them out of their rut also propel the bst students into higher states of growth than they have been accustomed to.” (p.89)

Inductive model steps:

  1. identify the data that are relevant
  2. group data into categories
  3. interpret data and develop categories
  4. convert the categories into skills or hypotheses

The authors also give tips for teaching inductively:

  1. practice, practice practice. Build a learning community around the model
  2. study how kids think. The thinking process gives us a window into their minds.
  3. Keep up front that we are trying to help kids learn to learn.They need models to follow for how we comprehend and make predictions
  4. Inductive process creates exploration. They need to inquire.
  5. Words are not meaningful unless they are in a sentence.
  6. USe the model to teach substance. This is not a rainy day activity.
  7. Make sure the data set has the attributes present, both concept formation and concept attainment.
  8. Be careful how you teach complete and incomplete sentences. Teach subject and predicate first.
  9. Distinctions between fact and opinion probably not good for inductive thinking.
  10. In science, concentrate on the learners collecting the raw data
  11. Kids can create multiple-attribute categories
  12. Consider data sets where the learners can discover the various subcategories, but not more than six.
  13. ‘squeeze’ the meaning out of complex sets.
  14. Studying attributes like characters in stories need to concentrate on physical description and temperament.
  15. If doing characters, have at least 20 to talk about
  16. What is the goal?  Look at the higher-order objective at the beginning.

Taken from Models of Teaching by Bruce Joyce, Marsha Weil and Emily Calhoun.

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