Inductive Model

Also known as guided discovery Teachers 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 Nelsons longitude and latitude Sue Grants behavior of gases Jim Rooneys 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 Concepts Characteristics

A concepts 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 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)

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 4: Closure Students summarize or state correct conclusions

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

Assessing Student Learning

Assessment must match teacher objectives You can use:

Traditional paper and pencil assessments Assessments that capitalize on real world contexts