Part I:  Jump back if you need to.

Part II:  The Inductive Model of Hilda Taba

Hilda Taba developed two additional strategies that follow Concept Formation.

1. Interpretation of Data
2. Application of Principles

The second strategy in this model is appropriately named interpretation of data.  However, as instruction moves into this phase of the model, much advanced preparation must take place.  Hilda Taba would have had her students complete a retrieval chart similar to the one created by Annette Weiskircher with her Rio Linda 4th graders.  You'll note that the retrieval chart is simply a paper database.  In developing a procedure that allows a smooth transition to the interpretation of data, the classroom teacher can integrate database technology nicely with some cooperative group work. 

Interpretation of Data:

1. What do you notice about the data? 
2. Why did this or that happen? 
3. What do you think this means?
4. Do you notice any connections within the records or across the data? 
5. What makes you think this? 
6. What can you conclude?

To prepare for the questions above, a database should be constructed.  The use of cooperative groups, trained parent volunteers, and classroom instructional aides works well.  

1. Once students are familiar with the retrieval chart, introduce them to a database application such as Microsoft Access, FileMaker Pro, AppleWorks, or Microsoft Works.
2. Organize your students so that groups of students have responsibility for researching selected topics for the database.  
   • In the Technology Leaders database, for example, if the class has access to only one or two computers, each group will be responsible for obtaining information on 5 to 8 leaders according to the categories determined in the concept formation phase of the model (on the retrieval chart).  Research time can be set aside for groups to research topics and data can be entered on a rotating basis.
   • Alternatively, if students are working in a lab setting, a partially completed database can be supplied to each group.  The group is then responsible for filling in incomplete records.  
   • Other procedures can be devised to fit the context.  
3. The second option above may work well in a staff development context.  That is how we'll proceed in this session.

Adding records to the database

Working in groups of four, research 5 to 8 additional technology leaders.  Use either one of the resources linked below.

1. A table of Technology leaders created in Access and converted to an Excel workbook that can be used on either Windows or Mac platforms.  
   • Technology Leaders (Excel)

    

2. An AppleWorks 5.0 database that is similar to the Excel workbook above. It can be downloaded using Internet Explorer. AppleWorks must be installed on your machine.
   • Technology Leaders (AppleWorks database)

    

3. A relational database in Access.  This resource is for those familiar with Access who would like to utilize the power of this relational database.  This database can only be downloaded from Internet Explorer.  Microsoft Access must be installed on your machine.
   • Technology Leaders (Access relational database)

    

4. A table of leaders and their contributions that may be of some assistance.
   • Inventors and Inventions table (Excel)

    

Decide on the leaders you'd like to add to the database.  Your group may download the Excel table of Inventors and Inventions to help you decide, or you may use leaders and their contributions you have researched in the last two weeks.

When your group is finished adding records, return to the questions above.  Look over the information in the database and consider what relationships might emerge.  There will be huge limitations to this procedure, since the database of Technology Leaders will be far from complete.  In fact, it can never be complete, yet seeing information in this organized format will be illuminating when questions are asked and discussions follow. Use the scaffold, "What a difference a Century Makes" (Word document), to assist your thinking. How can the database be sorted so that further insights may be gained?  Can the database be searched for specific matches?  How is this beneficial?

Application of Principles:

1. What if?
2. Why do you think this or that would happen?
3. Based on the data, would these conditions be logical?

This phase of the Inductive Model is somewhat like the Learning Conversation?  The teacher asks probing, higher-level questions that can only be answered through a closer look at the information in the database or through adding records to the database (think about what inductive thinking is and the story of the black swans in Australia). 

Here is a question I might ask my students:  What if the incandescent light bulb or anything like it had never been invented?  Use the database and list the tools that would not be possible. 

Here's another:  Why do you think computer code is possible?  What tools were necessary for this to occur?

How can searching records in the database be fundamental in answering questions like these?

Further Applications:

The Africa Database

• Searching Africa