CUIN 6371Models of Teaching

Fall, 2003

Howard L. JonesDay 5

Inductive Strategies…

Hilda Taba’s Efforts

Information ProcessingInformation Processing

Inductive - Jerome Bruner/

Hilda Taba Deductive - David Ausubel Inquiry - J. J. Schwab/J. Richard Suchman

Jean Piaget/ L. Kohlberg

Memory - R. Atkinson/J. Levin/J. Lucas

Creativity - W. J. J. Gordon

The Most Common The “Guided Tour”Teaching Pattern Approach

• Providing Information

• Verification of information

• Application of Information

(after Renner)

The Most Common The “Guided Tour”Teaching Pattern Approach

• Providing Information

• Verification of information

• Application of Information

(after Renner)

Part ofPart of

LearningLearning is is Identifying Identifying Patterns!Patterns!

Dealing with Dealing with categories!categories!

Another Teaching Pattern (after Karplus)

Students

Explore

ExplainBy creating and

dealing with

Categories ApplyPersonal Investigative Approach

And these categories are

Concepts – we group objects and events and people around us into classes … respond to class membership rather than uniquenesses

Rules or Generalizations – combinations of concepts that - when applied - can allow for behavior with

predictable results

Hilda Taba’s Postulates

Thinking can be taught

But it is a special kind of thinking -

Inductive Thinking

Balloons, we have balloons…

Another Teaching Pattern (after Karplus)

Students

Explore

ExplainBy creating and

dealing with

Categories ApplyPersonal Investigative Approach

Processes of Investigation

Observing Classifying Measuring Communicating Inferring Predicting Hypothesis Formation

Hilda Taba’s Postulates

Thinking can be taughtThinking is an active transaction

between the individual and dataThought Processes are sequential

Concept Formation, Interpretation of Data

Application of Principles

What do we know about

The Pilgrims?

THANKSGIVING BEERThose Pilgrims stopped at Plymouth in the first place

for the same reason that Bubba Billy Bob

pulls into the Quickie Mart. To wit: They were out of beer. Source: Beer Drinkers of America avers they were headed for the friendlier climes of Virginia but the beer was about gone (“our supplies were much spent, especially our beer,” a Mayflower passenger wrote).

BDA notes also that beer was good shipboard nourishment because it was nutritious and kept well.

Concept Development

1. What do you know? What did you read? see?

2. Do any of these items seem to belong together? Why?

3. Could some of these items belong in more than one group?

4. What names could we give these groups?

Concepts Via Bruner and Taba

Concept Attainment

Teacher Provides Examples and Non-Examples of the category that (s)he wants students to grasp

Usually, teacher provides label for new concept

Students “unpack” their thinking that led them to the concept

Concept FormationTeacher elicits examples

from studentsStudents provide labels for

the categories (concepts)

…and focus on why they put the groups together and why they named the concept

Conditions of Learning Concepts(after Robert Gagne’)

External Presentation of

examples representative of the concept

Instructions to elicit a common link

Verification of concept Reinforcement REPETITION NOT

NEEDED

Internal

Discriminate between examples and non-examples

Concepts Via Bruner and Taba …both teach concepts, but

Concept Attainment

Directed primarily at how concepts are learned

Concept Formation

Builds upon what the student knows. “Understandings are built, not acquired.”

Data Retrieval Chart

Pil

grim

s

Texans

And…

The American Revolution

Pil

grim

sA

mer

ican

Rev

olut

ion

;

Musical selection is played…”What are some different things that you heard?

Show parts of “The Patriot”…”When you hear the word revolution, what comes to mind?”

Several newspapers are examined…”What are some things that you see in the editorial section?”

Vegetables shared with class…”Describe the vegetables using your senses of taste, sight, and smell.”

Interpretation of Data

1. What did you see..read? What differences and similarities do you see?

2. How do you account for the similarities and differences? What does this mean?

3. What can you say generally?

Generalizations/Principles/Rules

Broad Level of ApplicationLack mention of specific

persons, places or thingsContains two or more

concepts and includes the relationship between the concepts

When groups are oppressed they tend to want to leave or rebel

When people want freedom they will make dramatic changes

Often when groups of people are unhappy with their leadership new leaders emerge

A determined minority can change the course of history

Differences of belief lead to conflict

As the size of a place changes the kinds of goods and services found in that place tend to change.

When two or more societies interact, each tends to acquire some of the characteristics of the other society.

When two or more groups of people wish to use the same land in different ways, a conflict usually results.

Inductive Processes

Generalization

data data data conglomerate conglomerate conglomerate

data data data data data data data data conglomerate

data

data data data data data data data data data data data data

data data data

Finding Concepts and Generalizations

Joel Barker…

“The Power of Paradigms”

Concepts Generalizations

Paradigm Effect Paradigm Paralysis Paradigm Pioneers Paradigm Change Innovations Paradigm Shift Paradigm Flexibility

People resist changeNew ideas disrupt the status quoYour successful past can block the

futureIdeas of today take us to tomorrowWhen a paradigm shifts everything

and everyone goes back to zeroParadigms affect your judgmentPeople who present successful

paradigms are often outsiderChange tends to start from the

edge

Rule and Generalization Learning(including Defined Concepts)

External Conditions

Teacher informs student what is expected

Teacher invokes recall of component concepts

Student makes statement of generalization/rule in own words

Student demonstrates generalization/rule in another situation

Reinforcement

Internal Conditions

Mastery of component concepts

And the Pennsylvania Farmers?

1791 … Western Pennsylvania

Terrible transportation to eastern buyers Farmers found it profitable to turn much of the

corn and rye crop to whiskey Federal Tax in 1791 on whiskey makers 1792..tax removed from smallest stills in

Virginia and North Carolina

What do you predict would happen?(and Daniel Shays?)

Application of Generalizations1. Predicting…What would happen if…?

2. Why? What makes you think this will happen?

3. What would be needed for that to happen? Under what conditions?

And if it didn’t happen?

Assimilation

Accommodation

Generalization: When people feel they are not being governed in their best interests, they tend to attempt to change the government to reflect these interests

People

Pilgrims

EnglishColonistsUnited States

PennsylvaniaFarmers

Year Gov’t Gov’tPolicy

People’sInterest

ChangeAttempts Results

Alternate: When people become unhappy with their government, they will usually try to change the government.

Jigsaw II

Data Retrieval ChartPlato Aristotle Locke Greene

Purpose of school

Role of teacher

Curriculum

Schools and society

Truth

And don’t forget John Dewey and Lev Vygotsky

And our generalization is …

Next Time

How to teach rules and generalizations DEDUCTIVELY (and effectively)

The work of David Ausubel