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Inductive Thinking

By: Denotra Franks, Kristin Lee, Rosa Douglas, and Brittany Brown

Brittany Brown

on 12 February 2013

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Transcript of Inductive Thinking

http://www.teachertube.com/viewVideo.php?video id=242194
http://books.google.com/books?id=08Ngh0olFRwC&pg=PA1&lpg=PP1&dq=inductive+reasoning&output=html_text Inductive reasoning has no logical progress from analyzing evidence to conclusions. Inductive Thinking Inductive thinking is... Identifying patterns within small details to form big ideas. Sources In the 1960's, Hilda Taba developed a teaching strategy called the Inductive-Thinking Model. The purpose of the
Inductive-Thinking Model:

1. Provide students with unorganized details.
2. Ask students to look for patterns and form categories.
3. Use the patterns to develop a big idea. Concept Formation:

Students gather data,
group it, and
categorize it. Interpretation of Data:

Students identify critical relationships
and make inferences based on
their exploration of the relationships. Application of Principles:

Students predict and form a
hypothesis, explain their hypothesis
and use data to verify their position. 3 strategies for this model:

Concept Formation,
Interpretation of Data,
and Application of Principles. An example: When all swans are observed to be white, a student may easily reach the conclusion that
all swans are white. A generalization is
made based on the evidence gathered. However, when a black swan is observed,
the generalization must be thrown out
based on the new data. Taba believed that students make generalizations only after data is organized. She believed that students
can be led toward making generalizations through concept development and concept attainment strategies. Hilda Taba describes generalizing as a higher
order of thinking when compared
to forming concepts. An example to use in the classroom: Provide students with a list of foods and have them break the foods into three categories.
Depending on the items placed in each category, students will then identify titles for each group.
Students then identify generalizations made regarding the classification of the information.
The teacher then allows the students to discuss and compare their conclusions. Conclusions are based on observations made by analyzing facts, leaving room for error in judgement. By: Denotra Franks, Kristin Lee, Rosa Douglas and Brittany Brown Inductive Thinking Video Inductive Thinking Activity On a daily basis... Inductive Learning
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