INDUCTIVE REASONING
Objectives and Assignments
Objectives and Assignments Strategy Description Strategy Template Student Examples Strategy Rubric Comparing Models Resources Syllabus	Date: September, 2001 Introduction: In the Inductive Reasoning model, students are either given or generate data, which they then organize by creating categories. Students then develop generalizations, hypotheses and inferences about causation. Data may be numbers, words, items, ideas, artifacts, or pictures.   Objectives: Participants will: identify the phases of the inductive reasoning model generate high level questions reflection phases 2 and 3 of the inductive model identify sources for data collection enter data into a data base and analyze data compare a variety of applications of the inductive model identify applications of the inductive model on a continuum between teacher led and student led  Assignments: Readings Reading: Joyce, B. and Weil, M. (1996). Models of Teaching, 5th ed. Chapter 10, pp 145-159. Students have reported that it is useful to skim the chapter before class. Read the scenarios and look at the charts that summarize the model. After class demonstrations and activities, read the chapter thoroughly. Homework Due Homework: Data collection: Old words/New Words: You will need to ask five different people: What is an example of an "old word"? (e.g. running board; thee). What is an example of a "new word"? (e.g. Sport Utility Vehicle; PC). Record each response on a different card. Use one color for old words, use a different color for new words. Be sure to ask the questions out of the hearing of other people you may be asking. Hero/Heroine: Group 1: Who is your hero? Group 2: Who is your hero or heroine? Record each response on a different card. On each card enter the gender of the respondent, the approximate age of the respondent. If you are unsure of the hero or heroine, ask the respondent who it is, and why the person is a hero or heroine. You will be asked to enter data into data base either before or during class as well as bring your data cards to class. Activity 1 Inductive Reasoning Example: Moving West If you were living in the midwest in 1800, what are all of the ways you could use to move west? Group, ` If you were living in the midwest today, what are all of the ways you could use to move west? Compare the lists. What differences has transportation made in the way we now live? (Seeing Moving West for the write-up of this model.) Activity 2 Inductive Reasoning Example 2: Old Words/New Words Lay out all of the cards for "old words" on the floor. Which words seem to belong together? Put a label over the words that seem to belong together. Lay out all of the cards for "new words" on the floor (separately from the "old words"). Which words seem to belong together? Put a label over the words that seem to belong together. How do the two lists compare? How might the characteristics of the respondent affect the survey results? What might we do to insure representativeness? What predictions would you make about the changes in language in the next 50 years? (See Old words/New words for write-up of this model.) Activity 3 Inductive Reasoning Example 3: Hero/Heroines Divide the floor space into two sections: Section 1 for data answering "Who is your hero?" Section 2 for data answering "Who is your hero or herione?" Lay the data cards in the appropriate area. How would you group and label these data? Compare the data? Are there differences between how males and females responded to the two different questions? (Enter the data in the data base). What questions can you answer with the spread sheet that were difficult to answer with the cards on the floor? Compare your findings with previous findings, 2000. What are the advantages and disadvantages of the hand sort? What are the advantages and disadvantages of the spread sheet sort? How would you use the cards and spread sheet with students? How does information about developmental levels of students affect the above decisions? (See Hero/Heroine for write of this model). Activity 4 Inductive Reasoning: Rubric Read and review the rubric for inductive reasoning. Chose one the the student examples and use the rubric to evaluate. (You may want to return to this section later to review other student examples.) What are the strengths of the example? Suggestions for improvement? Activity 5 Inductive Reasoning: Comparing Models Where on the continuum would you place the inductive model? Read American Picnic and the inductive lesson based on the paragraphs. What do think the objectives the lesson are? How would you evaluate the students work? How would you evaluate the teacher's effectiveness in implementing the model? Assignment Inductive Reasoning Model: Use the Strategy Template (Inductive Reasoning) to develop a lesson that is applicable to your students and the appropriate curriculum. Please indicate on the form whether this is a new idea, or a modified idea. Draft 1: Ask a partner to use the rubric to give you feedback on your model implementation. This may be discussed in person, or using email (send the lesson as an attachment.) Clearly label this as draft 1. Final: Make any additions, corrections, modifications. Use another copy of the rubric and fill it out yourself on your final copy of the inductive reasoning model. Turn in the draft 1 +rubric and your final draft +rubric, clearly labeled.
EdTe 226	California State University, Sacramento September, 2001