Inductive Model 1

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Inductive Model

Also known as guided discovery

Teachers role is to provide examples that

illustrate the content and then guidestudents efforts to find patterns in the

information

Learners construct their ownunderstanding (with careful guidance andquestioning 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 andthen guided the students as they formed theirconclusions

Each teacher used a variety of teachingstrategies to guide students to the correctconclusion(s)

The students used basic cognitive skills tomove from the examples to the conclusions


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Characteristics of the InductiveModel

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 studentsto call on

The students must be guided to analyze theinformation


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Theoretical Foundations

Lessons using Inductive Model begin withand are built around examples

These examples become the experiencesthat learner use to construct theirunderstanding of the topic


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Social interaction is used to analyze theexamples. Social interaction and teacher

guidance will help eliminatemisinterpretation of the examples


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The teacher guides the students. It is adual role:

(1) accepting and honoring the studentsinventions of knowledge (even when they

are wrong) while at the same time

(2) guiding the students toward a moremature 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 schoolcurriculum 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 itsclass.

USA: prototype of democracyCAR: 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 thesuperordinate category)


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Example: Adjective

Definition: part of speech, modifies a noun

Characteristics: modifies a noun

Examples: old car, exciting game, hometeam

Superordinate concept: parts of speech

Subordinate concept: Predicate adj.

Coordinate concept: Adverb


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The Keys to Making ConceptsUnderstandable

A clear definition

Carefully selected examples

Carefully selected nonexamples


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Relationships among Concepts

Principals: relationships among conceptsaccepted 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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Generalizations: general patterns withknown exceptions

Example: a daily dose of aspirin reducesthe danger of a heart attack

This is generally accepted as good medical

practice, but there are exceptions for certainmedical conditions


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Academic rules: relationships betweenconcepts 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 orhigher, we have arbitrarily set it at 5 or higher


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Planning Lessons with theInductive 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 Usingthe Inductive Model

Phase 1: Introduction

The focus of the lesson is established

The teacher attracts students attention

The teacher activates curiosity andmotivates 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 furtheranalysis With examples and nonexamples

Teacher promotes involvement by askingopen-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 identifyingthe 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 learnedknowledge


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Characteristics of InductiveModel

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 teacherobjectives

You can use: Traditional paper and pencil assessments

Assessments that capitalize on real world

contexts

Documents

Inductive Model 1