H.G.
M AZAM COLLEGE OF
EDUCATION
[Link] COURSE
PSYCHOLOGY OF LEARNING AND DEVELOPMENT
PRACTICAL:MODELS OF TEACHING
THE INDUCTIVE TEACHING MODEL.
(GROUP 1)
Inductive Thinking Model was developed by Hilda Taba -- 1967
THE INDUCTIVE THINKING MODEL
ABOUT HILDA TABA AND HER MODEL
She popularized the term ‘inductive thinking’ and
prepared entire social curriculum based on
inductive thinking.
Hilda Taba was a student of JOHN DEWEY.
After working with John Dewey, Benjamin Bloom
and Ralph Tyler, she wrote a book called
CURRICULUM DEVELOPMENT—THEORY
AND PRACTICE……..1962
THE INDUCTIVE THINKING MODEL
DEFINITION OF THE MODEL
Definition
The INDUCTIVE TEACHNG strategy model (our name) aims to help
designing courses down to lessons in areas where students are supposed to
learn how to think.
It is also called the INFORMATION PROCESSING MODEL because it helps
the learner to DEVELOP the methods of processing from the environment.
IT WAS ALSO REFERRED TO AS THE GRASS ROOT APPROACH
It develops the intellectual development rather than the social or emotional
development.----logical thinking.
THE INDUCTIVE THINKING MODEL
ASSUMPTIONS OF THE MODEL
According to Joyce and Weil (2000:131), Taba built her approach around
three assumptions:
Thinking can be taught : (through engaging students in practice, in
particular inductive reasoning).
Thinking is an active transaction : between the individual and
data. This relies on earlier theories, e.g. Bruner's concept attainment,
an important component of concept learning. Data refers the
classroom setting and instructional material at the centre of which is
the learner sorrounded by an enriched environment of samples,
apparatus, specimens, diagrams, historical monuments.
Processes of thought evolve by a sequence that is "lawful",
somewhat in the sense of mastery learning.
THE INDUCTIVE THINKING MODEL
CHARECTERISTICS OF THE MODEL
Meaning of the model.
This model proceeds from particular to general.
It is a teaching model for collection and manipulation of data.
It is based on thinking. Skills should be taught using specific
strategies designed for mastering those skills.
These skills are in a logical strategic order such that learning
one skill (next) is based on the other (previous).
THE INDUCTIVE THINKING MODEL
OBJECTIVES OF THE MODEL.
OBJECTIVES OF THE MODEL.
• To collect, organize and manipulate data
• To develop a series of teaching strategies to
develop the mental process
• To develop the ability to categorize
• To develop the students ability to handle
information effectively
• To induce students to expand the conceptual
system with which they handle information .
THE INDUCTIVE THINKING MODEL
COMPONENTS OF THE MODEL
1. FOCUS.
To develop the mental abilities with a special emphasis on concept formation.
This involves cognitive tasks in the same.
2. SYNTAX
The concept we refer to as syntax depicts the structure of the model.
Its major elements and phases and how they are put together.
Teaching is organised in 3 phases.
THE INDUCTIVE THINKING MODEL
PHASE 1:
CONCEPT FORMATION.
IT INVOLVES 3 MENTAL PROCESSES.
ENUMERATING OF DATA:
This process concerns with exposing the students to the sample /data which
needs to be classified .
GROUPING OF THE DATA:
In this process, the students are encouraged to observe the similarities and
differences between the data samples and group them based on similarity.
LABELLING/CATEGORISING
In this process, the different groups formed are induced to allot
categories/labels to the groups formed using their logical sense of thinking..
THE INDUCTIVE THINKING MODEL
PHASE 2:
INTERPRETATION OF DATA
This process involves the following processes
IDENTIFYING THE CRITICAL RELATIONSHIPS
This process involves comprehending the critical relationships between the
various groups formed.
EXPLAINING AND EXPLORING THE RELATIONSHIPS
The main question here will be, “why did we make so and so connection?”
MAKING INFERENCES
This refers to the concluding statement about the relationship of the group
data.
THE INDUCTIVE THINKING MODEL
PHASE 3:
APPLICATION OF THE PRINCIPLES
Predicting the consequences
Just having categories is educative enough .Building skills from
these categories requires learning what to do ,produce things that
fit into this category. This enables the students to foretell facts
leading to the process of generalisation.
Explaining or supporting the hypotheses
The question at this stage would be”why do you think this will
happen?”
Verification of the prediction/hypothesis
The student may develop a new inquiry to test that hypothesis, if
one pursues the subject, one can try to find out why?
THE INDUCTIVE THINKING MODEL
SYNTAX: IN SUMMARY
IDENTIFICATION AND ENUMERATION OF DATA
GROUPING THE ITEMS UNDER OBSERVATION
DEVELOPING CATEGORY LEVELS FOR THE GROUPS IDENTIFING
DIMENSIONS & RELATIONS
EXPLAINING THE RELATIONSHIP BETWEEN MAKING INFERENCES
PREDICTING THE CONSEQUENCES & PRUNING THE HYPOTHESIS
EXPLANING AND SUPPORTING THE PREDICTION AND THE
HYPOTHESIS
VERIFYING THE PREDICTIONS
SYNTAX CAN BE DIFFERENT FOR EVERY MODEL
THE INDUCTIVE THINKING MODEL
SOCIAL SYSTEM
INTERACTION--- TEACHER STUDENTS
MINI SOCIETY
TEACHER ---MEDIATOR, FACILITATOR
NO JUDGING THE CHILDREN
AVOID NON -VERBAL CUES
TEACHER ENCOURAGE THE STUDENTS
CO-OPERATIVE AND DEMOCRATIC ATMOSPHERE
THE LEARNER ACTIVELY INVOLVED
THE INDUCTIVE THINKING MODEL
SUPPORT SYSTEM
SUPPORTING CONDITION FOR THE MODELS.
ADDITIONAL REQUIRMENT BEYOND HUMAN SKILLS
ADDITIONAL APPARATUS TO IMPLEMENT THE MODEL,MEDIA OR
ENVIRONMENT.
SPECIALS BOOKS,FILMS ,LAB KITS,REFERENCE AND OTHER
SUPPORT ITEMS.
THE INDUCTIVE THINKING MODEL
EFFECTS –DIRECT & NURTURANT
DIRECT EFFECTS NURTURANT
Concept formation and attainment Ability to make assumpmtion
Strategies for lateral thinking Avoid fallacies
Spirit of inquiry Understand the holistic nature of
Learning and research knowledge
GOOD THINKING COMBINES DISCIPLINE WITH FLEXIBILITY.
IF WE ARE TO HELP BECOME POWERFUL AND CRITICAL THINKERS ,
WE HAVE TO PROVIDE ENVIRONMENTS THAT ARE CHALLENGING AND
SUPPORTIVE.
THE INDUCTIVE THINKING MODEL
MERITS OF THE MODEL
THE MAIN ADVANTAGES OF THIS MODEL ARE.
Inductive thinking helps in all over development of thinking of a
student.
Application of principles induces students to go beyond the data
information and increase the creative thinking abilities of a student.
Eg. Drawing, painting, and art
Inductive methods has been successfully used for a wide range of
subjects Eg. Economics, Sciences, and English Literature.
THE INDUCTIVE THINKING MODEL
DEMERITS OF THE MODELS
Inductive methods relies on Statistical numbers for Analysis that can be
misused and misinterpreted when the assumption are required for their
use are forgotten.
In school are unable to present a clear and well instructed for give issue or
topic because we are not trained to do so, we are most adopted to
memorize then to assess Relevant.
Inductive methods cannot be used for all subjects and topics.
It is teacher centered because teacher is the leader and controller of all
the activities.
The Exam system, breakup between written exam and project/case study
and live presentation, should be equal not 40:60.
Students should be given more opportunities to develop job relevant of
details.
It cannot solve all the problem related subjects
THE INDUCTIVE THINKING MODEL
EDUCATIONAL IMPLICATIONS
EXTOLLS THE
UTILITY: at varying STUDENTS
levels,subjects,content, #To collect information
processes,learning styles #Examine it closely
and hands on working #To manipulate the
concepts
IF USED REGULARLY;
The model validates and
It increases students This model can be used for
supports the methods of
abilities to form concepts any time FRAME…
PROJECTS,
efficiently. HOURS, DAYS ,
RESEARCH,ANY HANDS
Increases the range of MONTHS…….
ON ACTIVITY.
perception
THE INDUCTIVE THINKING MODEL
GOOD THINKING COMBINES DISCIPLINE WITH FLEXIBILITY.
IF WE ARE TO HELP BECOME POWERFUL AND CRITICAL
THINKERS , WE HAVE TO PROVIDE ENVIRONMENTS THAT
ARE CHALLENGING AND SUPPORTIVE
THANK YOU!
See You Again Soon
Have a Great Year Ahead.
