The Suchman Model

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The SuchmanInquiry Model

Presented by:

Karen Hicks

Jean Overstreet

EDUC 617 Models of Teaching


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Inquiry Model

Often children are taught in school as though theanswers all come from their textbooks. Inreality, most problems we face in the world haveno easy answers.

In everyday problem solving, it is not usuallyclear what information will be needed to solve a

given problem, nor is it always clear where theinformation can be found. Therefore, everydayproblems generally have no one right solution. Robert Sternberg


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Benefi ts gained from inqu iry model

According to Jerome Bruner, there are 4benefits:

An increase in intellectual potency

The shift form extrinsic to intrinsicrewards(instead of giving back the right answers, studentsmanipulate the environment and solve problems)

Learning the heuristics of discovery(the more experienced one is for solving problems,the best one can learn how to solve problemsbetter)

Aid to memory processing


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History/Beliefs of the model

J. Richard Suchman presented his model

in the United States in 1962.

The Suchman Inquiry Model can be used

with any subject.

He believed that scientific strategies could

be taught to young learners.

When students ask why out of genuine

interest, they are more likely to grasp the

information and to retain it as their own

understanding!


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Steps in the Suchman

ModelI. Select a problem & conduct researchII. Introduce the process & present the

problem

III. Gather data

IV. Develop a theory & verify

V. Explain the theory & state the rules

associated with itVI. Analyze the process

VII. Evaluate


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I. Select the problem & conduct

researchThe teacher begins by selecting a puzzling problemthat is truly stimulating for the students.

Any subject can follow this model. All that is

needed is a puzzling situation for the students tofind a logical and reasonable solution!

The teacher completes the necessary research on the

problem and prepares a data sheet for quickreference . The teacher determines how muchinformation should be provided to the students atthe beginning of the inquiry process and whatadditional information might be needed if the

students are having difficultly.


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II. Introduce the Process & Present

the Problem The teacher reads the problem aloud or hands

out problem sheets.

Students Rules to fol low:

May ask a question only when called on

Talking only to one another during caucusperiods, times given to group discussion andcooperative work among students

Questions must be phrased so that the teacher

can answer with a simple yes or a noAllowed to continue asking questions as long asthey are getting a positive teacher response.


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III. Gather Data

Each question must be asked as a

tentative hypothesis.

Teacher can answer yes or no or Can

you restate that question?

Data gathered should be recorded on

given data sheets or on the board as the

teacher directed you earlier.


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IV. Develop a Theory & Verify

Students can pose a theory that wouldanswer the original problem. The classcan either accept or reject it. If

accepted, then the class beginsworking on a deeper understanding ofthe theory. They may ask to caucus inorder to discuss the information and

form hypotheses to ask. The theorymust be proven by the class beforemoving to the next step.


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V. Explain the theory & state the

rules associated with it

Once the students have explained their

theory in their own terms, theyformulate a method to test the theory.

When they discover there is error with

their tests/theory, then they must go

back to data collection and start over.


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VI. Analyze the process

Students review the process they utilized

to come into acceptance of their theory.

Now, they should consider how they

might have sped up their process (i.e.forming more effective questioning

techniques).


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VII. Evaluate

Determine if the students really did

understand the theory and process.

Since there is no right answer, askthem to identify another probable

theorythis can lead to debate.

Ask students to come up with their ownpuzzling situation or problem to solve.


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Quiz

1) The teacher must do all of thefollowing except

a. Prepare an interesting and

puzzling problem.b. Come up with data sheets.

c. Answer students questions withyes or no.

d. Perform tests of the studentshypotheses.

d


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3) The Suchman model is more

A. deductive

B. inductiveC. cant determine from the research

B

2) Which of the following would be an advantage with

the Suchman Inquiry Model?

a. The teacher will spend less in preparation time.

b. The community (parents, school, etc) will like this

teaching model the best.

c. Students will make a passing score on the unit test.

d. Students will value learning for learnings sake.

D


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4) Who is credited for coming up with 4benefits for this model?

A) Johnson & Johnson

B) Barak Rosenshine

C) Jerome Bruner

D) Robert Sternberg

C


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5) The teacher can answer any and all question(s)

the students may have at any point during their

processing.

A) True

B) False

C) Cant determine

B


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6) The students do all of the followingexcept

a. Depend on the teacher to tell themthe answer.

b. Ask questions that can be

answered with a yes or no.c. Form hypotheses in the form of

questions.

d. Test their hypotheses.

A


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7) The first step in the Suchman

process is

a) Present the problem

b) Select a problem/research

c) Gather data

8) Students should consider only one

theory at a time

a) Tb) F

7) B

8) True


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9) This teaching model is

A. highly teacher centered

B. highly student centeredC. combination of a & b

C

10) The Suchman model is best describedas

A. direct instruction

B. problem solving centeredC. cooperative learning

B


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The End!!

Documents

The Suchman Model