Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Inductive Learning Strategy
Transcript of Inductive Learning Strategy
Using specific situations, objects, and ideas to arrive at generalizations, principles, or rules. 1. Research reveals that most gifted adolescents are intuitive, as opposed to the general population. This means that gifted students, in contrast to the rest of us, really do "just get it" and don't need as much repetition or explanation. Justification of strategy use for gifted population Imagine a typical directed instruction lesson:
1. Explain the lesson's big idea.
2. Demonstrate examples.
3. Practice examples with students.
4. Students practice examples in groups.
5. Students practice examples independently. Transforming a typical lesson.... 1. Establish the purpose of the lesson.
2. Identify the data to be generated and possible sources of information.
3. Determine possible groups and labels.
4. Design a visual organizer to form groups and labels.
5. Develop questions, cues, and probes to expand thinking and to interpret data.
6. Develop synthesis questions or activity. How do I plan using the Inductive Learning Strategy? Remember: this strategy can be used with ALL grade levels and ALL content areas! We learn most efficiently by generalizing! Research shows that you must first CONNECT the UNKNOWN piece of information to something that is KNOWN in order to make sense of it. Example: Messy Closet Problem: Hard to find/retrieve items. No organization. Can't find what you need. Solution: In-laws are coming over so you ORGANIZE. You rearrange items by function, color, size, etc. 2. Gifted students spot patterns quicker than the rest of us. They learn faster. They naturally move from CONCRETE to ABSTRACT. 3. Inductive thinking is natural for gifted students. Building lessons around this trait makes teaching easier for you and more enjoyable for them. 4. With inductive learning, we still define terms, explain rules, and practice, but the order is different. We're harnessing students' natural abilities to enhance our lessons. *Notice that this is built on the very idea gifted students dislike most: Lots of slow practice with small pieces of information!* A complete, clear, and easy implementation of inductive thinking... 3. Use the patterns to develop a big idea. 1. Provide students with unorganized details. 2. Ask students to look for patterns and form categories. Let's use inductive lessons to work WITH gifted students' natural tendency to abstract. Notice how students immediately manipulate details into abstract categories and then into an even more abstract generalization. This experience is also open-ended, since students may arrive at different (but still correct!) big ideas in the end. Also consider:
-Does the content lend itself to this strategy?
-Is this strategy the best way to teach the students this content?
-What background information, if any, will students need to complete the lesson?
-How will you assess what students have learned? When can I use the Inductive Learning Strategy? -Introduce units of study
-Make sense of difficult ambiguous material
-Review previously studied material It can be used with ALL grade levels and in ALL content areas! This is because it is a natural thinking process that we use every day. Use of this strategy will help develop and enhance this natural thinking skill. The Objectives of the Inductive Learning Strategy: Teach students to think.
Teach students to form their own concepts.
Teach students to comprehend difficult and ambiguous material. 4 principles of Inductive Learning: 1) Active Connection
Connecting new knowledge and prior knowledge (Connecting new material being learned to something you already understand) 2) Natural Categorization Grouping new information with other knowledge. Grouping allows people to work with larger, more complex stores of knowledge. Examples: Foods we like, Things we do today, Movies we want to see, Books we want to read... 3) Labeling Labeling categories makes information accessible. Labeling allows people to store and retrieve information more rapidly. Example: Labels are like handles that help people open doors to large amounts of organized information. 4). Predictions and Questions Have students make predictions about incomplete information. Predictions are a form of questioning that leads to comprehension and the forming of concepts. The Inductive Learning Strategy will help students to develop the thinking skills necessary to:
discriminate among key ideas
form concepts and generalizations
create and test hypotheses Grade Level Potential Topic Writing Grades 1-5 Write a paragraph Tina's Lesson Plan: 1st Grade-Writing Teacher will read "Goodnight Moon" and ask questions about nighttime.
Students will generate and record list of words associated with the concept of "nighttime."
Students will be asked to group and label their words.
Students will be asked to write a topic sentence based on their labels.
Students use the items in each group to write a paragraph with a topic sentence and supporting details. Spanish Grades K-5 Review Vocabulary Science Grades 5-8 Audrey's Lesson Plan: Spanish (1st grade) Teacher will provide a list of clothing, numbers, and colors in Spanish.
Students will create groups of words.
Students will be asked to label their list of words.
Students will be asked to use one word from each category to describe the clothing items on the screen.
Students will then be given new vocabulary and asked to make predictions about which category they fit under based on the previously learned words. Earth's destructive forces Judie's Lesson Plan: 5th Grade Science Teacher provides students with vocabulary related to Earth's destructive forces
Students categorize forces and create labels
Students predict which forces change the Earth quickly and which change it slowly
Students read information to see if predictions were correct
Students create a web with their findings Grades 1-5 Health Sample Lesson: Health Grades 1-5 Teacher will ask the class what are words that come to your mind when you hear the word "health"
Students will be asked to create complete sentences and group these words into categories using the words from the list
As a class, put the words into groups and come up with category names
Synthesis activity: Students will make a collage of pictures to predict what they think they will find in their health text Social Studies 3-8 Advantages and disadvantages of the Nile Social Studies 3-8: The Nile River Have students research information about the Nile
Students determine patterns within these results, forming categories (examples: positives, negatives, travel, food, and danger)
Students use those group names to develop a generalization encompassing their understanding of the Nile Math Grades K-12 Example: Exponents Math Grades 5-8: Squaring Working alone or in groups, give students examples like 5 =25, 4 =16, 3 =9
Ask students to determine the job of the "incredible flying two"
Define the rule of exponents
Test the pattern by giving students sample problems without the answers that they solve on mini whiteboards. 2 2 2 *These can easily be adjusted to fit any grade level or topic.* Resources http://www.rfwp.com/samples/conceptdevelopmentp1-15.pdf