Inductive Learning Examples.ppt
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This document discusses inductive learning and its benefits for implementing Common Core State Standards. It provides three main reasons for using inductive learning: 1) it develops inference skills, 2) it requires students to support claims with evidence, and 3) it helps students learn academic vocabulary. Research shows that teaching students to classify information and generate hypotheses improves achievement. The document outlines how to implement inductive lessons and provides a sample science lesson. It also discusses using inductive learning for writing assignments and analyzing multiple texts. Effective planning considers standards, selecting terms, modeling the process, and developing higher-order questions.
Inductive Learning Examples.ppt
- 1. The Core Six/Strategy # 3 Inductive Learning Connie Hanke Mary Anne Preston connie.hanke@utoledo.edu mary.preston@utoledo.edu LDC Coach Literacy Coach NW Ohio HSTW/MMGW
- 2. Objectives… • Three Reasons for Using Inductive Learning with CCSS • Research Behind Inductive Learning • Implementing Inductive Learning • A Sample Lesson • Planning Considerations • Writing Extension with Inductive Writing and Multiple Document Learning
- 3. Handouts… 3-Column Support/Refute Organizer Writer’s Club Tool
- 4. Three Reasons for Using Inductive Reasoning for CC 1. Inference: Marzano (2010) identifies inference as a foundational process that underlies higher-order thinking and 21st century skills. Common Core’s first Reading Anchor Standard (R.CCR.1) requires students to make logical inferences.
- 5. Three Reasons for Using Inductive Reasoning for CC Sub-processes that go with inferences: Examining information closely, Looking for hidden relationships, Generating tentative hypotheses, Drawing conclusions not explicitly stated.
- 6. Three Reasons for Using Inductive Learning for CC 2. Evidence: Requires students to support their thinking with high-quality evidence Finding evidence to support hypotheses Finding evidence that runs counter to their hypotheses
- 7. Three Reasons for Using Inductive Learning for CC 3. Academic Vocabulary: (L.CCR. 5 and L.CCR.6) This strategy is used to introduce academic and domain-specific words and phrases. It forces students to search for key attributes and relationships among the words. They organize the terms into a schema (pattern or concept) that suggests the larger structure of content.
- 8. Research Behind Inductive Learning: Educator Hilda Taba pioneered work that created a shift (1971): Instead of teachers giving the students the information…have students discover the relationship between big ideas and key details that make up lesson. Specific details to broad generalizations.
- 9. Research Behind Inductive Learning: Current research by Dean et.al., 2012: New meta-analytical research on effective teaching practices suggests that… teaching students how to classify information + how to generate and test hypotheses= Rise in Student Achievement
- 10. How to implement “Inductive Learning” 1. Take the following from a reading, lecture or unit, distribute them to the students, and then have students look up unfamiliar terms. Key Words Phrases Items Problems Images
- 11. How to implement “Inductive Learning” 2. Model the process of grouping and labeling terms. 3. Students analyze and explore the different ways terms can be grouped. Students need to think flexibly…moving smaller groups into larger, more inclusive groups. Note: This can be done collaboratively.
- 12. How to implement “Inductive Learning” 4. Ask students to devise a descriptive label for each of their groups. 5. Have student use their labels/groupings to make several predictions or hypotheses about the reading, lecture, or unit. Then have them search and collect evidence that supports or refutes their predictions. (Use a three-column Support/Refute Organizer)
- 13. How to implement “Inductive Learning” 6. Ask students to reflect on the inductive learning process, and lead a discussion on what they have learned. 7. Overtime, teach students how to generalize and conceptualize by using this process to identify words, create groups, generate predictions, and test and refine those predictions against evidence.
- 14. Sample Lesson: Middle School Science • Lesson on cell structure and function: Students are given 30 vocabulary terms from the unit and teacher challenges students to use their knowledge of cellular structure and function to group and label all the terms. (Opportunity for self-assessing and improving their understanding of terms)
- 15. Sample Lesson: Middle School Science • After students have created groups and labels, they are asked to write a response to the prompt: Pick three critical functions that cells perform. Explain how the different parts of the cell are involved in each function. Use at least 15 vocabulary words in response.
- 16. Planning Considerations: 1.What standards do I intend to address? What are the big concepts in the lesson that I want students to discover?
- 17. Planning Considerations: 2. Select items to group: Remember, students need three items to make a stable group. The majority of the terms need to be familiar to them. Make sure items for specific, not general.
- 18. Planning Considerations: 3. Provide a way for students to group items by providing an organizer or have students develop their own organizers. Note: Think about how you will model the grouping-labeling process for students who are new to the process.
- 19. Planning Considerations: 4. Ask yourself: How will I distribute the items? What is the best way to group students during the lesson? Note: Make sure that you are able to clearly explain to students what you expect of them during the lesson.
- 20. Planning Considerations: 5. Develop some stretching questions to ask students: What were your thoughts as you made that group? If you moved items, how would you change the label to accommodate new items? Look at the groups you made; what do these groupings tell you about what we are going to study? Can you form new groups, not thought of yet? Why does this term belong in this group?
- 21. Planning Considerations: 6. To solidify understanding and promote transfer of learning, ask yourself: What kind of synthesis task or closing activity can I prepare to help students apply what they have learned?
- 22. Inductive Writing: • Using the inductive learning process, students can use the organizational structure to write a multi-paragraph essay. There are 7 steps for inductive writing in your classroom.
- 23. 7 Steps for Inductive Writing 1. Help students generate ideas related to the topic. 2. Have students group items into three or four groups. 3. Have students plan that each group will be used to create a paragraph. Student should create a topic sentence for each group that explains what the paragraph will be about.
- 24. 7 Steps for Inductive Writing 4. Have students sequence the groups and topic sentences in a way that makes sense. Note: Before writing, give students time to review their groups, adding details that might be missing, revising topic sentences, and logically thinking their way through the essay. (Creating an outline may be very helpful)
- 25. 7 Steps for Inductive Writing 5. Have students produce a first draft. 6. Provide students time to peer read. Note: Could use Writer’s Club tool (see handout) 7. Give students time to reflect on the essay-writing process. Use questions: What did you learn about how to organize ideas? How did working with peers help you? How could you use this technique for other kinds of writing?
- 26. Multiple Document Learning • Have students use the inductive process when finding the central themes and important details from two or more documents. R.CCR.9: Analyze how two or more texts address similar themes or topics.
- 27. Multiple Document Learning 1. Students identify the topic embedded in the question. 2. Read carefully, annotating and underlining text and making notes to highlight important information. 3. Review annotations and see if any patterns appear.
- 28. Multiple Document Learning 4. Have students review their groups and labels, adding any missing details and clarifying their groups. 5. Have students set their groups in logical sequence for writing. 6. Using steps 5-7 in inductive writing, have students draft their responses, collaborate to improve work, and reflect on the process.
- 29. References The research, information, and materials were gathered from the book: The Core Six: Essential Strategies for Achieving Excellence with the Common Core Authors: Harvey F. Silver R. Thomas Dewing Matthew J. Perini Copyright 2012 ASCD Publisher
- 30. Questions… • Please complete evaluation… • Contact information: Connie Hanke connie.hanke@utoledo.edu 419-681-6401