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LEARNING TO THINK INDUCTIVELY Chapter 3
Inductive Model of Instruction A method of instruction where teachers use powerful examples to help students learn a concept or generalization
What is thinking inductively? Forming concepts by collecting and organizing information Rolling structure that evolves over time
4 Phases of the Inductive Model Identifying data Grouping/Classifying data Interpreting data and developing categories Converting categories
Phase 1 – Identifying Data Examine data closely Label or tag items Determine attributes Similarities/Differences
Phase 2 – Grouping/Classifying Data Classify data several times Cycle back and collect or reexamine data
Phase 3 – Interpreting Data & Developing Categories Reclassify, refine or collapse categories Categories emerge Students get control of their data
Phase 4 – Converting Categories into Skills Form hypotheses Develop inquiry to test hypotheses
Classroom Learning Environment Cooperative learning Student centered Teacher guided & monitored
Sec 1-4 Concepts: Classifying Angles Objectives: Given an angle, name, measure and classify it as measured by a s.g.
Training Guide. `
1 Structured Inquiry 2 Guided Inquiry 3 Open Inquiry 4 Verification Inquiry.
Nora Sanchez Garza EDTC Fall The MTT promotes: Interest Inquiry Analysis collaboration creativity to integrate evolving technologies.
Alignment of Virginia Kindergarten through Grade 5 SOL, Essential Skills (Cognitive Domain) and Instructional/Assessment Strategies Purpose: The intended.
MANAGING PRODUCTIVE INSTRUCTION IN SPLIT GRADES Three strategies are manageable for dealing with split grade classes.
Session 3 Assessement of, for, & as Learning. Phases of Assessment Diagnostic Formative Summative Assessment.
Analyses of qualitative data GRASSMATE seminar 19. September 2002 Stein Dankert Kolstø.
Teaching Inquiry The BSCS 5E Model. What is Inquiry? Inquiry is a general term for the processes by which scientific knowledge is developed. Scientific.
A Model for Success for All Students
A CRITICAL GUIDE TO LESSON PLANNING A GUIDE TO CONSTRUCTING A “Critical“ LESSON PRESENTED BY THE CRITICAL STAFF.
Technological Pedagogical Content Knowledge How do you.
Modeling for Expert Learning Dr. Mok, Y.F.. Many university students do not study Their decoding is inefficient, making comprehension weak & difficult.
Teaching Strategies Teachers use a numerous amount of different strategies to help learners retain information. In this presentation, I am going to introduce.
THE QUALITATIVE RESEARCH APPROACH Chapter 3. WHAT IS THE INTERPRETIVE WAY OF THINKING? Multiple Realities Data versus Information Subjects versus Research.
Kevin Baker, Yvonne Bowman, Andrew Goff, Jack Stanfield, and Christie Wheeler.
Copyright 2001 by Allyn and Bacon Complex Cognitive Processes Woolfolk, chapter 8.
Phase Difference = Phase Difference = 0.05.
Developing the Curriculum
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