Inductive Model

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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)

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Sample Lessons

• Judy Nelsons longitude and latitude
• Sue Grants behavior of gases
• Jim Rooneys rules for punctuating singular and
  plural possessive nouns

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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

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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

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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

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Theoretical Foundations

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

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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

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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

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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

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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

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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)

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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

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The Keys to Making Concepts Understandable

• A clear definition
• Carefully selected examples
• Carefully selected nonexamples

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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

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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

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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

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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

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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

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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

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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

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Implementing Cont.

• Phase 4 Closure
• Students summarize or state correct conclusions

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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

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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

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Assessing Student Learning

• Assessment must match teacher objectives
• You can use
• Traditional paper and pencil assessments
• Assessments that capitalize on real world contexts