Inductive Model
JESSICA CHAMBLESS
“AN ACTIVE, ENGAGING
MODEL OF INSTRUCTION THAT
ENCOURAGES STUDENTS’
What is the DEVELOPMENT OF CRITICAL-
THINKING SKILLS AS THEY
EXPLORE AND LEARN
Inductive CONCEPTS IN THE ACADEMIC
CONTENT AREAS AND THE
Model? FACTS ASSOCIATED WITH THESE
CONCEPTS.”
KILBANE, 2014, PG 186
“CHALLENGES LEARNERS TO
MAKE FULL USE OF THEIR SENSES
TO OBSERVE AND RECOGNIZE
Inductive DETAILS AND PATTERNS IN
MATERIALS RELATED TO THE
CONTENT UNDER
Model INVESTIGATION.”
KILBANE, 2014, PG 186
1. LESSON INTRO
2. DIVERGENT PHASE
5 Major Steps 3.
4.
CONVERGENT PHASE
CLOSURE
5. APPLICATION
Lesson Introduction
Introduce main objectives and procedures by
explaining to the students they will examine
various materials that will help them think about
the content that is being explored.
Divergent Phase
Also known as the “open-ended” phase. In this
phase, students will examine and compare the
example(s) and nonexample(s) the teachers has
introduced to them. Teachers can facilitate
learning during this phase by asking questions that
require students to justify any conclusions they
draw about the patterns they identified.
Convergent Phase
Also known as the “closed” phase. This phase
challenges students to focus on their thinking on
the concept that is being examined. Teachers
should ask questions with the goal of helping
students discover the concept’s specific
attributes.
https://youtu.be/cmBf1fBRXms
Closure
The closure phase gives students the opportunity
to demonstrate their understanding of the
content and concept in any number of ways.
Examples: Record an aural definition of the
content or concept, draw a picture of it, act it
out, or compare their understanding with peers.
Application
In this phase, students need to demonstrate the
knowledge they gained, as well as, apply it in real
life, novel ways or situations.
THE INDUCTIVE MODEL IS
VERSATILE. IT CAN BE USED IN
ANY SUBJECT AREA, INCLUDING
ART AND MUSIC.
When to use the 1.
2.
TEACH CONCEPTS
ENCOURAGE CRITICAL-
Inductive model
THINKING
3. DEVELOP PATTERN
RECOGNITION & DETAIL
IDENTIFICATION
4. ASSESS UNDERSTANDING OF
CONCEPTS
• STUDENTS ARE MORE ENGAGED
• ASSESS STUDENTS’ PRIOR
KNOWLEDGE
Benefits of using •
•
INCORPORATES DIFFERENT MEDIAS
TO SHARE THE INFORMATION
STUDENTS ARE ABLE TO PROBLEM
the Inductive •
SOLVE AND CREATE ANSWERS
ENCOURAGES HIGHER LEVEL
THINKING
Model •
•
MAKE CONNECTIONS
IDENTIFY PATTERNS
• SUPPORTS NUMEROUS THINKING
STYLES
• APPLY LEARNING
WEEBLY
WIKISPACES
VOICETHREAD
PREZI
ANIMOTO
POSTEROUS SPACES
FLISTI
KEYNOTE
Technology SURVEY MONKEY
SMART NOTEBOOK
CLICKERS
POWERPOINT
KAHOOT
SEESAW
FLIPGRID
Differentiation of instruction
• Carefully choose and provide rich content materials
• Visual, auditory, kinesthetic
As a Pre-k teacher, we use books, songs, videos, and dancing
to learn shapes, colors, letters, numbers, and counting. For those
who are not visual or auditory learners, we use Play-do, kinetic
sand, buttons, puzzles, blocks, cubes, wikki sticks, etc.
Follow These
Experts!
Emily
F. Calhoun
@ASCD
JenniferGonzalez
@cultofpedagogy
IanByrd
Ian@byrdseed
