The
Inductive
Model
Chapter 8
Jasmine Miller
What is the Inductive
Model?
This model is based on inductive reasoning. Instead of deductive
thinking, or trying to find a singular solution to a hypothesis,
inductive reasoning provides the person to think about many
different possible solutions to the hypothesis. Inductive Model
lessons are designed to help students use convergent as well as
divergent methods of thinking to discover concepts by finding
patterns and similarities within the examples and nonexamples. By
using observation, analysis of facts, and drawing conclusions
students are able to attain deep understanding of concepts. For
students to truly understand they must be able to explain, interpret,
apply, and be able to see the bigger picture. The inductive model is
great for helping students gain understanding of concepts through
critical thinking skills. It can be used for any academic subject
although it has mostly been used in science and math in the past.
This model can be used to introduce a new concept or to assess
student understanding post lesson introduction.
Steps in the
Inductive Model
Step 1 Lesson
Introduction
The teacher introduces the lesson with
either examples or nonexamples of the
concept. By identifying the concept and
curriculum standards students know what to
focus on. She will ask students to evaluate
the examples by searching for patterns and
similarities and to share with peers to
promote divergent and critical thinking. This
phase is critical for setting students up for
success with the lesson and the inductive
model.
Step 2 Divergent
Phase
This is the open-ended phase in which
students examine and compare patterns
they see within the examples. Teachers can
further facilitate learning by asking students
to elaborate or explain their conclusions. All
questions should be open-ended not able
to answered with a yes or no. This enables
to think deeper, wider, out-of-the-box in the
long run make more meaningful connections
because they thought about the concept in
a variety of ways.
Step 3 Convergent
Phase
This is the closed phase, of which involves
students narrowing their focus on the
concept being studied. Teacher led questions
should be convergent, that is, helping
students make connections with information
they have attained on the content. After the
investigation of all open-ended possibilities,
it is imperative for teachers to present
students with scaffolding to help them grasp
the key points of the concept through
convergent thinking and questioning.
Step 4 Closure
The important aspect of this step in the
Inductive Model is for students to be able to
define the concept in their own way. After
divergent exploration and investigation, and
convergent evidence/fact identification students
should be able to demonstrate clear
understanding on the concepts which reviewed
using a number of assessment methods. They
could write it, draw it, act it, sing it, video blog it,
etc. As long as they present a clear presentation
of their understanding, they have attained
closure
Step 5 Application
In this phase students need to
demonstrate the knowledge gained as
well as be able to apply it in new ways
or situations. It is ideal for students to
apply knowledge in real world
scenarios, however if that is not
possible, have students provide
examples of the concepts instead.
What the Inductive Model
Looks Like in the
Classroom
The inductive model is mostly used for teaching
concepts, although is it a really good tool for
assessing comprehension as well. This model
has major flexibility and enables teachers to use
it in a variety of ways. Using open-ended
questioning and allowing students to search for
patterns and similarities helps them grasp and
attain a variety of concepts. Students can do
this as a class or in a group, they can create
graphic organizers, create videos, or write short
stories to demonstrate understanding of a
concept.
Planning for Teaching
Select and Organize the Source Materials The quality of examples
have a major impact on student mastery of concepts. Before selecting
examples teachers should make a list of critical attributes of a concept,
and then select examples that meet the criteria in a variety of mediums
like videos, stories to read, games, and more.
Conduct Assessment Pre-assessment, formative assessment,
summative assessment are exceptionally important in the classroom. It
is a teachers thermometer to gage how her class is doing with new
material. With pre-assessment it is a good way to get a base line for
where students are beginning with a new concept. Formative
assessment can be done throughout the instructional process by giving
Bell Ringers, Exit Slips, Quizzes, and checking other student work we
can see if our students are mastering content standards. Summative
assessment can be done in a variety of ways, but having students
create examples of the concepts whether written, drawn, sung, video
blogged, or others. Students should be able to present clear evidence of
understanding.
Planning for Teaching
Continued
Develop Divergent and Convergent Questions Good
questions are imperative in this model. Divergent questions
must be open-ended with no right or wrong answer, and
convergent questions have a clear answer. The teacher must
be mindful of both formats of questioning in order to have a
productive and successful lesson. Students must be able to
investigate as well as solve or discover key points to the
concepts explored.
Plan for Closure and Application It is important for teachers
to plan closure and applications that best suit the level of the
concept being explored. Students can in a variety of ways
demonstrate understanding of the concept by creating
and/or finding an example that matches the patterns of the
original concepts rules or construction.
Differentiating
Instruction
Content the materials used in this model are rich and meaningful and are
engaging for students to explore. Teachers should ask themselves if
examples/nonexamples are relevant to all students, student needs, and
diverse learners, can all my students access all materials for this concept,
what challenges will my students face and how can I help them overcome
these challenges. Teachers should provide support for differentiation, and
provide more challenging examples as students move through the model.
Process This model uses the two types of thinking: convergent and
divergent. Teachers will recognize students have natural strength with one
or the other, however some students may struggle with both. Having
students work in groups or with a partner that has different strengths then
them will help to build up critical thinking skills.
Product In assessment a product is a great way for students to use learned
concepts and apply them to real word applications. Students can
demonstrate what they have learned through many ways, as long as they
can show how the schema or pattern from the original concept matches the
product they created, then, this model was a success.
Benefits of using the
Inductive Model
Fosters Inductive Critical-Thinking Skills
Helps learners Identify Patterns and Differences
Facilitates numerous thinking styles
Promotes metacognition and meaningful
understanding
Allows students to demonstrate their own learning
Provides opportunities for students to apply their
learning.
Technology within
the Inductive Model
Using technology enhances all learning. Within this model using the
internet to search for examples/nonexamples is excellent due to the
unlimited supply of examples.
Using a variety of formats like texts, movies, audio recordings, etc, are
exceptional tools in helping students explore and find
examples/nonexamples with patterns that match their concept.
Technology can assist by highlighting key traits of the concept.
Students could record their final product with technology
Using blogs or creating a webpage is a real world application that
students can use to demonstrate learning.
Using a variety of formats, students are able to see through different
lenses the same concept, creating deep meaningful connections upon
which they can build using their critical-thinking skills developed
through divergent and convergent thinking.
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