InductiveCA

CUIN 6371Models of Teaching: 

CUIN 6371 Models of Teaching Fall, 2003 Howard L. Jones Session 4 Inductive Strategies… Concept Attainment Model

Information Processing: 

Information 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

Behavior is a Function ofPerson .................Environment: 

Behavior is a Function of Person .................Environment B = f (P, E)

Jerome Bruner, Jacqueline Goodnow & George Austin: 

Jerome Bruner, Jacqueline Goodnow & George Austin A Study of Thinking 1956

Prevalent Learning Theories in the 1950’s: 

Prevalent Learning Theories in the 1950’s Behaviorism S R ???? Gestalt S R ????

The “ah-ha”!: 

The “ah-ha”!

A Study of Thinking: 

A Study of Thinking People can – and do – determine why it is that they came up with solutions to problems and why it is that some stimulus affects them accordingly! People differ in the way that they do this!

Left to their own….: 

Left to their own…. Humans will categorize and act upon the attributes of the categories…categorization is a form of invention There are over 7 million discriminable colors alone …

And these categories are: 

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

Slide11: 

Teaching Concepts As a teacher, you know a concept that students should “have”… How get it “across” to students?

Think about a lesson…: 

Think about a lesson… Introduction Introduce New Ideas Guided Practice Check For Understanding

Think about a lesson…: 

Think about a lesson… Introduction Introduce New Ideas Guided Practice Check For Understanding

Think about a lesson…: 

Think about a lesson… Introduction Introduce New Ideas Guided Practice Check For Understanding

A Model of Teaching: 

A Model of Teaching * Instructional Strategies Lecturing Small group work Laboratory activities Role Playing Drill/Practice/Recitation Problem-Oriented Instruction ... Simulations *Belief Systems - How to People Learn? - What Should the Educational Environment Do?

Slide16: 

The Most Common The “Guided Tour” Teaching Pattern Approach • Providing Information • Verification of information • Application of Information (after Renner)

Slide17: 

One Path to Learning - The “Guided Tour” Approach to Teaching Magnetism Teacher Writes Rule/Generalization on Board Teacher Explains All Words; Ensures Student Understanding Teacher Asks Students for Examples Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions

Slide18: 

Generalizations/Rules Applied to Real World Situations Deductive Teaching

Deductive Teaching: 

Deductive Teaching Big Idea (Big Deal) Smaller Ideas Smaller Ideas Small Ideas Small Ideas

Slide20: 

Learning is Identifying Patterns!

Find the Pattern: 

Find the Pattern Circumference Diameter 11 cm 3.5 cm 56 inches 17.8 inches 4 ft. 1.3 ft. 22 m 7 m 3.1 inches 1 inch

Slide22: 

Multiple Paths to Learning Teacher Gives Students Magnets Students Identify What Things Are Attracted to Magnets Students Generate a Rule/Generalization Teacher Gives Students Other Materials Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions

Slide23: 

Inductive Teaching Teacher Gives Students Magnets Students Identify What Things Are Attracted to Magnets Students Generate a Rule/Generalization Teacher Gives Students Other Materials Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions

Inductive Teaching: 

Big Idea Smaller Ideas Smaller Ideas Small Ideas Small Ideas Inductive Teaching

Elements of a ConceptRobert Gagné: 

Elements of a Concept Robert Gagné Every Concept has 1. A name 2. Examples and Non-Examples (positives and negatives) 3. Attributes 4. Attribute Values (essential and non-essential) A RULE, then, is the statement of the essential attributes of the concept

UNDERSTANDING A CONCEPT MEANS KNOWING ALL OF THESE ELEMENTS: 

UNDERSTANDING A CONCEPT MEANS KNOWING ALL OF THESE ELEMENTS 1. A name 2. Examples and Non-Examples (positives and negatives) 3. Attributes 4. Attribute Values (essential and non-essential) A RULE, then, is the statement of the essential attributes of the concept

Deductive Inductive: 

Deductive Inductive Teacher Writes Rule on Board Teacher Explains All Words, Ensures Meaningfulness Teacher Asks Students For Examples Teacher Gives Students Materials and Magnets Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions Teacher Gives Students Magnets Students Identify What Things Are Attracted to Magnets Students Generate a Rule/Generalization Teacher Gives Students Other Materials Students Predict Which Materials Will Be Attracted to Magnets Students Verify Predictions

Where Did Models Come From?: 

Where Did Models Come From? Original Theory/Philosophy (Bruner) Application of Original Theory (Gagne’) Model of Teaching (Joyce)

Robert Gagné’s Types of Learning: 

Robert Gagné’s Types of Learning Basic Signal Learning – Stimulus Response Higher Order Concepts Rules/Generalizations Problem Solving Motor Skills Attitudes

Conditions of Learning Concepts(after Robert Gagne’): 

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? Internal Discriminate between examples and non-examples

There are different ways to categorize: 

There are different ways to categorize Affective Functional Formal

MIB: 

MIB

Slide34: 

mother mama mom Ma ….

We search through our linguistic banks: 

We search through our linguistic banks Greek - meter (meter) Latin - Mater Old English – mOdor Old High German –muoter Middle English -moder French – mere Spanish – madre mam (Welsh) mat (Russian) masake (Crow Tribal) Sanskrit mAtr Ibu (Indonesian)

Slide36: 

What do these words share? bash crash clash lash trash gash smash mash …

Slide37: 

What do these words share? sniffle snoot snore snout snoop snot snuf snooty snub

Humans are different in the ways that they conceptualize: 

Humans are different in the ways that they conceptualize Enactive Iconic Symbolic

http://www.math.usu.edu/matti/ : 

http://www.math.usu.edu/matti/ Utah State Mathematics Manipulatives Project

Watch for the “ah-ha”!: 

Watch for the “ah-ha”!

Slide41: 

FACETIOUS CAESIOUS ABSTEMIOUS PARECIOUS ABSTENTIOUS DUOLITERAL SUBCONTINENTAL QUODLIBETAL UNCOMPLIMENTARY QUODLIBETARY UNORIENTAL ADVENTITIOUS UNNOTICEABLY FRACEDINOUS

Slide42: 

AEIOU

Humans are different in the ways that they conceptualize: 

Humans are different in the ways that they conceptualize Scanners Focusers

Interview with OTTO ROTCOD, PH.D.: 

Interview with OTTO ROTCOD, PH.D. Man, Oprah's sharp on A.M. No, Mel Gibson is a casino's big lemon. Sir, I soon saw Bob was no Osiris. Oh, no! Don Ho! Repel evil as a live leper! Draw pupil’s lip upward. Sit on a potato pan, Otis. Go deliver a dare, vile dog. Ned, go gag Ogden. Draw, o coward! Eh, Ca va, la vache? So, Ida, adios! A’lautel elle alla, l’autel elle alla, elle le tua la. Sex at noon taxes. Stella won no wallets Too bad, I hid a boot.

More with Dr. Rotcod: 

More with Dr. Rotcod Star comedy by Democrats. Cigar? Toss it in a can, it is so tragic. No lemons, no melon. Doc note, I dissent. A fast never prevents a fatness. I diet on cod. Tuna nut Go hang a salami! I'm a lasagna hog! U.F.O. tofu. Sniff'um muffins. Bird rib. Dairy myriad. Gnu dung. Laminated E.T. animal. If I had a hi-fi! Tarzan raised a Desi Arnaz rat.

Otto Rotcod (continued): 

Otto Rotcod (continued) Pa's a sap. Ma is as selfless as I am! Racecar Madam Kayak Bob Ava 03230 Evil olive. Lager, Sir, is regal. Red rum, sir is murder! Yo! Bottoms up, U.S. Motto, boy! Cain: A maniac! Senile Felines Solo gigolos. Sore eye, Eros? Egad, an adage! Rats live on no evil star. Never odd or even Step on no pets!

Even More Dr. Rotcod…: 

Even More Dr. Rotcod… Yawn a more Roman way. Rise to vote, Sir! A man, a plan, a canal; Panama? A dog, a plan, a canal: pagoda. A man, a plan, a cat, a canal; Panama? A man, a plan, a cat, a ham, a yak, a yam, a hat, a canal--Panama! A Toyota! Race fast, safe car. A Toyota A man, a plan, a canal, Panama! A man, a plan, a cat, a ham, a yak, a yam, a hat, a canal - Panama! Dennis, Nell, Edna, Leon, Nedra, Anita, Rolf, Nora, Alice, Carol, Leo, Jane, Reed, Dena, Dale, Basil, Rae, Penny, Lana, Dave, Denny, Lena, Ida, Bernadette, Ben, Ray, Lila, Nina, Jo, Ira, Mara, Sara, Mario, Jan, Ina, Lily, Arne, Bette, Dan, Reba, Diane, Lynn, Ed, Eva, Dana, Lynne, Pearl, Isabel, Ada, Ned, Dee, Rena, Joel, Lora, Cecil, Aaron, Flora, Tina, Arden, Noel, and Ellen sinned.

Web Site ofDoctor Otto Rotcod: 

Web Site of Doctor Otto Rotcod http://www.doctorottorotcod.www//:ptth

Edward Benbow…A Palindrome of 100,000 words: 

Edward Benbow… A Palindrome of 100,000 words Begins “Al, sign it ‘Lover’!… And ends … Lawrence Levine’s 1986 palindromic novel, Dr. Awkward and Olson in Oslo contains 31,594 words

Slide50: 

ROMA TIBI SUBITO MOTIBUS IBIT AMOR NIYON ANOMHMATA MH MONAN OYIN

Slide51: 

A man, a plan, a caret, a ban, a myriad, a sum, a lac, a liar, a hoop, a pint, a catalpa, a gas, an oil, a bird, a yell, a vat, a caw, a pax, a wag, a tax, a nay, a ram, a cap, a yam, a gay, a tsar, a wall, a car, a luger, a ward, a bin, a woman, a vassal, a wolf, a tuna, a nit, a pall, a fret, a watt, a bay, a daub, a tan, a cab, a datum, a gall, a hat, a fag, a zap, a say, a jaw, a lay, a wet, a gallop, a tug, a trot, a trap, a tram, a torr, a caper, a top, a tonk, a toll, a ball, a fair, a sax, a minim, a tenor, a bass, a passer, a capital, a rut, an amen, a ted, a cabal, a tang, a sun, an ass, a maw, a sag, a jam, a dam, a sub, a salt, an axon, a sail, an ad, a wadi, a radian, a room, a rood, a rip, a tad, a pariah, a revel, a reel, a reed, a pool, a plug, a pin, a peek, a parabola, a dog, a pat, a cud, a nu, a fan, a pal, a rum, a nod, an eta, a lag, an eel, a batik, a mug, a mot, a nap, a maxim, a mood, a leek, a grub, a gob, a gel, a drab, a citadel, a total, a cedar, a tap, a gag, a rat, a manor, a bar, a gal, a cola, a pap, a yaw, a tab, a raj, a gab, a nag, a pagan, a bag, a jar, a bat, a way, a papa, a local, a gar, a baron, a mat, a rag, a gap, a tar, a decal, a tot, a led, a tic, a bard, a leg, a bog, a burg, a keel, a doom, a mix, a map, an atom, a gum, a kit, a baleen, a gala, a ten, a don, a mural, a pan, a faun, a ducat, a pagoda, a lob, a rap, a keep, a nip, a gulp, a loop, a deer, a leer, a lever, a hair, a pad, a tapir, a door, a moor, an aid, a raid, a wad, an alias, an ox, an atlas, a bus, a madam, a jag, a saw, a mass, an anus, a gnat, a lab, a cadet, an em, a natural, a tip, a caress, a pass, a baronet, a minimax, a sari, a fall, a ballot, a knot, a pot, a rep, a carrot, a mart, a part, a tort, a gut, a poll, a gateway, a law, a jay, a sap, a zag, a fat, a hall, a gamut, a dab, a can, a tabu, a day, a batt, a waterfall, a patina, a nut, a flow, a lass, a van, a mow, a nib, a draw, a regular, a call, a war, a stay, a gam, a yap, a cam, a ray, an ax, a tag, a wax, a paw, a cat, a valley, a drib, a lion, a saga, a plat, a catnip, a pooh, a rail, a calamus, a dairyman, a bater, a canal--Panama.

Your Turn…complete the palindromes: 

Your Turn…complete the palindromes Name no ___________ Step on ____________ Never odd _______________ Some men interpret ______________ Dennis and Edna ____________ Egad, a base tone denotes _________ Was it Eliot’s _________________?

Slide53: 

Take any two numbers 23+45 Add them together 23 45 68 86 Stop if the sum is a palindrome Otherwise reverse the number And add these numbers 154 451 Continue the process until The sum is a palindrome 605 506 1111

Let’s Teach the Concept: 

Let’s Teach the Concept Oxymoron

Attributes a: 

Attributes a Examples Non-Examples Recorded live Small fortune Scotch tape Ms. Wilson

Slide56: 

Colorless green leaves, sleeping furiously Chomsky

Romeo, wherefore art thou…: 

Romeo, wherefore art thou… Why then, O brawling love? O loving hate! O anything, of nothing first create! O heavy lightness! Serious vanity! Misshapen chaos of well-seeming forms! Feather of lead, bright smoke, cold fire, sick health! Still-waking sleep, that is not what it is. This love I fee, that feel no love in this. (Act 1)

Slide58: 

Old customs (and nocturnal vampires) die hard. And so, each and every time I see an actor on stage perform delicate surgery, I think that it is extremely urgent to consider whether or not it is a close shave. Thoughtfully consider this arranged staged scenario: Noticing her dark black shorts, and not wishing to come to a complete stop, I clumsily blurted, “Real genuine messy garbage obviously clearly is bad waste.” Irregardless, could you visually picture all that? Honest truth?

Pleonasm…the use of more words than those necessary to denote mere sense…redundancy: 

Pleonasm…the use of more words than those necessary to denote mere sense…redundancy

Waste of Time?Check out these AP Style Analysis Concepts: 

Waste of Time? Check out these AP Style Analysis Concepts Figurative Language Alliteration Assonance/Consonance Simile Metaphor Personification Onomatopoeia Hyperbole Paradox Sarcasm Invective/Splenetic Metonymy Synedoche Diction Monosyllabic/Polysyllabic Colloquial/Informal Archaic Denotative/Connotative Concrete/Abstract Eupnonious Cacophonous

Which of these might be taught using an inductive concept model?: 

Which of these might be taught using an inductive concept model? Identify adverbs

Find the Concept: 

Find the Concept Yes The hunter ran quickly after the fleeing deer. No Jimmy ran his razor scooter off the path. Yes Kit Carson stole quietly up to the working beaver. No The grizzly bear rummaged in the garbage can. Yes The cowboy rapidly fired his gun until it was empty. No The book was about knights in armor. Yes Susan lovingly hugged her younger sister. Yes The magnificently powerful tiger slithered through the dense undergrowth. Yes The miner very quickly filled his sacks with gold dust.

Which of these might be taught using an inductive concept model?: 

Which of these might be taught using an inductive concept model? Identify adverbs Know time period in which Poe wrote Recognize similes in writing examples

The Big High and Lonesome: 

The Big High and Lonesome The big high and lonesome’s a place in my mind like out from Lakeview to Burns Or up on the Judith or at Promontory ‘bout where the UP tracks turn It’s anywhere you feel tiny when you get a good look at the sky And sometimes when it’s stormin’ you can look the Lord in the eye.

Slide65: 

I stood and watched in amazement out on San Augustine Plain While the sky turned as black as the curtains in Hell and the wind come a’chasin’ the rain And standing there watching I felt it in the minutes before it arrived An unearthly stillness prickled my skin like the storm itself was alive.

Slide66: 

When it hit, it hit with a fury the wind with its sabre unsheathed Led the charge with the scream of a demon; the storm was barin’ its teeth. The thunder cracked and sky split apart with a horrible deafening roar I felt like a fox in a cage made of bones in sight of the hounds at the door.

Which of these might be taught using an inductive concept model?: 

Which of these might be taught using an inductive concept model? Identify adverbs Know time period in which Poe wrote Recognize similes in writing examples Understand miscibility in liquids Know why two coffee cans roll down an inclined plane at different speeds Recognize a “zone” defense in football Understand gerrymandering

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

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R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

Slide77: 

R R I D R R I R D D D R R D R D R D R D R I R D R D D R R D D D R R D I R D D R R R D R D D R D D I I D D D D R R R D D D R D I R R D D D R D R D R D R R R I R R R R R D R I R R D R I D D D R D D D D

Steps in the Concept Attainment Model: 

Steps in the Concept Attainment Model Select a concept Determine the Definition Select the attributes Choose the examples Introduce the process Present the examples and have students identify the attributes Have students develop their concept definition and possibly provide examples Focus student attention on how they developed the concept

Things that might be taught…: 

Things that might be taught… Polysemy .. Words with two or more meanings (one word whose meanings have diverged or radiated. In the dictionary, separate meanings are listed under one word) Homonym/Homophone/Homograph – Words identical in sound and spelling but different in meaning (In the dictionary, each meaning receives a separate entry)

Now Here’s a Concept: 

Now Here’s a Concept The girl wearing a bow took a bow. Jason moped around the house when his dad. refused to buy him a moped. The sewer threw her sewing into the sewer. The unionized stockroom workers had ionized and unionized water. At the present, Rob will present the award. The bass bass sang “Take Me to the River.”

Some more…: 

Some more… The bandage was wound around the wound. The dump was so full that it had to refuse more refuse. The wind was too strong to wind the sail. After a number of injections my jaw got number. The soldier decided to desert his dessert in the desert.

Still more of these suckers…: 

Still more of these suckers… The farm was used to produce produce. The dump was so full that it had to refuse more refuse. We must polish the Polish furniture. He could lead if he would get the lead out. When shot at, the dove dove into the bushes.

A Heteronym(words spelled same with a different meaning and pronunciation): 

A Heteronym (words spelled same with a different meaning and pronunciation)

Attributes a: 

Attributes a Examples …. Non-Examples … Thixotropic Substances

Attributes a: 

Attributes a Examples Non-Examples

Attributes : 

Attributes Examples Non-Examples

Attributes : 

Attributes Examples a Non-Examples b

Attributes : 

Attributes Examples a Non-Examples b

Attributes : 

Attributes Examples a Non-Examples b

Effects of the Concept Attainment Model: 

Effects of the Concept Attainment Model Nurturant Sensitivity to Logical Reasoning in Communication Awareness of Alternative Perspectives Tolerance of Ambiguity (But Appreciation of Logic) Instructional Specific Concepts Nature of Concepts Improved Concept Building Strategies Inductive Reasoning

Slide91: 

Competence Motivation R. W. White

Next time we are together: 

Next time we are together Identify 2-3concepts from your subject field(s) that might be usefully presented using the Concept Attainment Model Choose 1 concept and suggest a list of examples and non-examples that might be usefully presented to your students If possible bring in examples/non-examples on a PC floppy