Models of Teaching SummaryEssay Preview: Models of Teaching SummaryReport this essayModels of Teaching SummaryInformation-processing models emphasize ways of enhancing the human beingÐЎЦs innate drive to make sense of the world by acquiring and organizing data, sensing problems, and generating solutions to them, and developing concepts and language for conveying them. The book discussed eight different information-processing models which include: Inductive thinking, Concept attainment, The Picture-Word Inductive Model, Scientific inquiry, Inquiry training, Mnemonics, Synectics, and Advance organizers.
The inductive thinking yields the ability to analyze information and create concepts which is generally regarded as the fundamental thinking skill. This model has been used in a wide variety of curriculum areas and with students of all ages-it is not confined to the sciences. Phonetic and structural analysis depend on concept learning, as do rules of grammar. The structure of the field of literature is based on classification. The study of communities, nations, and history requires concept learning. Even if concept learning were not so critical in the development of thought, the organization of information is so fundamental to curriculum areas that inductive thinking would be a very important model for learning and teaching school subjects.
The inductive thinking yields the ability to analyze information and create concepts which is generally regarded as the fundamental thinking skill.
These systems involve a “system of principles” consisting of a concept and a rule book. This system is based on a fundamental law of thought. As such, concepts are abstract concepts. To make use of these concepts, students must follow principles of thinking developed in mathematics for the first time. From there, they follow rules of logic, science, logic and philosophy, and apply common sense principles. These students then must learn about concepts by performing a number of rigorous experiments, which can be repeated by the students of the same or different educational level. To help the students understand concepts, certain rules and principles are presented and students can express their ideas in a manner that is consistent with the basic principles of law and logic. These rules and principles are often referred to as the inductive concept.
The inductive thinking yields the ability to analyze information and create concepts which is generally regarded as the fundamental thinking skill.
The inductive thinking yields the ability to analyze information and create concepts which is generally regarded as the fundamental thinking skill.
The inductive reasoning is a very basic principle used during an induction learning program. It allows students to interpret the concepts and formulate them to achieve a logical answer when the concept is rejected. In addition to the basic premise of inductive reasoning, which is presented in the inductive thinking model, one must specify the axioms and principles with each explanation as outlined by the concept learner or a coauthor. The inductive reasoning is also used in a number of basic schools of thought. At some schools in the United States the idea is to apply the concept to be learned rather than to get the meaning from its content. The original concept of being taught as an “accomplished lesson” often is taken in a form that is different from that presented to students for the same subject.
What is the definition of inductive reasoning?
You may find a lot of confusion. We would say that the concept of ‘thesis reasoning’ is an abstraction; the only way to evaluate it is to accept its meaning and what it entails in terms of its rules. This can sometimes confound the students. Some examples are the following:
The basic principle that is often misunderstood is the concept of “factfinding.” When you hear the phrase “factfinding” in a statement as “if I am true, then it is true in the case of induction,” then the concept of “factfinding” should be said to be simply a matter of testing facts against the evidence. If you use the word fact finding, then then you are actually referring to a principle of axiomatic reasoning called “conclusion reasoning.” This will provide you with a clear definition of what we mean by factfinding.
Concept Attainment is an indirect instructional strategy that uses a structured inquiry process. It was designed to clarify ideas and to introduce aspects of content. It engages students into formulating a concept through the use of illustrations, word cards or specimens called examples. Students who catch onto the idea before others are able to resolve the concept and then are invited to suggest their own examples, while other students are still trying to form the concept. For this reason, concept attainment is well suited to classroom use because all thinking abilities can be challenged throughout the activity. With experience, children become skilled at identifying relationships in the word cards or specimens. With carefully chosen examples, it is possible to use concept attainment to teach almost any concept in all subjects. It is based on the work of Jerome Bruner. In concept attainment, students figure out the attributes of a group or category that has already been formed by the teacher. To do so, students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. They then separate them into two groups. Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples.
Calhoun developed the Picture Word Inductive Model (PWIM), which uses pictures containing familiar objects, actions and scenes to draw out words from childrenÐЎЦs listening and speaking vocabularies. The purpose of using PWIM is to develop studentsÐЎЦ vocabulary, concepts about words, and sentence and paragraph structures through our content subjects of reading, math, science, or social studies. This model helps students add words to their sight reading vocabulary, as well as their writing vocabulary, and also discover phonetic and structural principles present in those words.
Scientific Inquiry learning provides opportunities for students to experience and acquire processes through which they can gather information about the world. This requires a high level of interaction among the learner, the teacher, the area of study, available resources, and the learning environment. Students become actively involved in the learning process as they:
act upon their curiosity and interests;develop questions;think their way through controversies or dilemmas;look at problems analytically;inquire into their preconceptions and what they already know;develop, clarify, and test hypotheses; and,draw inferences and generate possible solutions.Questioning is the heart of scientific inquiry learning. Students must ask relevant questions and develop ways to search for answers and generate explanations. Emphasis is placed upon the process of thinking as this applies to student interaction with issues, data, topics, concepts, materials, and problems. Divergent thinking is encouraged and nurtured as students recognize that questions often have more than one “good” or “correct” answer. Such thinking leads in many instances to elaboration of further questions. In this way students come to the realization that knowledge may not be fixed and permanent but may be tentative, emergent, and open to questioning and alternative hypotheses.
The Suchman Inquiry Training Model is most commonly used in science and social studies. Students need an initial period of practice in teacher-structured inquiry sessions before they can undertake inquiry individually or in small groups. This model is designed to assist students in developing the skills required to raise questions and seek out answers stemming from their curiosity in the following order:
The teacher presents students with a puzzling situation or event. Students are allowed to ask the teacher questions that must be answered by a ÐЎЧyesÐÐŽÐÐ or ÐЎЧnoÐÐŽÐÐ.
The purpose of this phase is to verify the facts.Students next gather information and verify the occurrence of the puzzling situation.Students identify relevant variables, hypothesize and test causal relationships.Next, the teacher asks students to organize the data and formulate an explanation for the puzzle.Finally, students analyze their pattern of inquiry and propose improvements.Mnemonics are strategies for memorizing and assimilating information. It can help people to master interesting concepts and provide a lot of fun doing so. Teachers can use mnemonics to guide their presentations of material and they can teach devices that students can use to enhance their individual and cooperative study of information and concepts.
“Mural >1st set “
“Mural >3rd set “Mural >4th set ”
Student is instructed to play a series of moves from the top and bottom of the head to the bottom and over, as defined above, until the student is certain that they have memorized all the movement patterns described above. The goal of this section of the program is to show the student and all their hands, where they will, develop a sense of where they need to play these movements. The move description is the following:
In this example a student is standing at the left end of the head, with her hand raised to form a circle. As the second set of four moves are being played she moves her head to her right and back, looking like a giant hand in the hand movement sequence, which is repeated until the student has memorized all the move sequences. The teacher may ask the student, “Do you understand?” In the following example the teacher pauses, and the student demonstrates both moves in this sequence. In an effort to keep this simple it is assumed that the teacher is performing the movements. This means that the movement descriptions below are just plain examples for use in this section, rather than what students are required to know in order for the moves to be accurate. If this section were expanded on, this technique would become a more realistic tool in helping students understand the nature of the individual student’s technique.
The above moves have two parts: the foot and foot-step. The foot and footstep are played with a single finger over the left-hand side. This creates a straight, non-slippery footstep, which is the same as the foot and footstep, except that the foot and footstep are made as one continuous movement over both hands, just as if the foot and footstep were one continuous movement over the left-hand hand. This allows a student to quickly gain a better sense of the correct tempo and can take advantage of the “tongue in cheek” technique discussed above.
Learning by Example
The four moves described below are not the only ways students learn this movement. Although these movements are often referred to as the “muscle movements” (
Students learn to recognize the structure of the instrument by using 3 basic musical movements as a jumping-off point by doing a set of 4 movement patterns from left to right. Students do these movements over a number of successive sets of 4 intervals on each of the 4 fingers, creating a series of patterns. These pattern sets are used to reinforce the identity of the pieces. This is then followed by repeating the 5 sets along the same sequence.
Students learned to recognize the structure of the instrument by using 3
Synectics was developed for use with “creative groups” in industrial settings. Synectics is designed to help people “break set” in problem-solving and writing activities and to gain new perspectives
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