CUIN 6371Models of Teaching

Fall, 2003Howard L. Jones

Session 4

Inductive Strategies…

Concept Attainment Model

Information ProcessingInformation 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 of

Person .................Environment

B = f (P, E)

Jerome Bruner, Jacqueline Goodnow & George Austin

A Study of Thinking 1956

Prevalent Learning Theories in the 1950’s

Behaviorism

S R????

Gestalt

S R????

The “ah-ha”!

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….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

Concepts – we group objects and events and people around us into classes … respond to class membership rather than

uniquenesses

Teaching ConceptsTeaching Concepts

As a teacher, you know a concept that students should

“have”… How get it “across” to students?

Think about a lesson…

IntroductionIntroduce New Ideas

Guided PracticeCheck

ForUnderstanding

Think about a lesson…

IntroductionIntroduce New Ideas

Guided PracticeCheck

ForUnderstanding

Think about a lesson…

IntroductionIntroduce New Ideas

Guided PracticeCheck

ForUnderstanding

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?

The Most Common The “Guided Tour”Teaching Pattern Approach

• Providing Information

• Verification of information

• Application of Information

(after Renner)

One Path to Learning -The “Guided Tour” Approach to

Teaching MagnetismTeacher Writes Rule/Generalization on Teacher Writes Rule/Generalization on

BoardBoard

Teacher Explains All Words; Ensures Teacher Explains All Words; Ensures Student UnderstandingStudent Understanding

Teacher Asks Students for ExamplesTeacher Asks Students for Examples

Students Predict Which Materials Will Students Predict Which Materials Will Be Attracted to MagnetsBe Attracted to Magnets

Students Verify PredictionsStudents Verify Predictions

• 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 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

Generalizations/Rules Applied to Generalizations/Rules Applied to Real World Situations Real World Situations

Deductive TeachingDeductive Teaching

Deductive TeachingDeductive Teaching

Big Idea (Big DDeal)

Smaller Ideas Smaller Ideas

Small Ideas Small Ideas

Learning is Learning is Identifying Identifying Patterns!Patterns!

Find the Pattern

Circumference Diameter11 cm 3.5 cm56 inches 17.8

inches4 ft. 1.3 ft.22 m 7 m3.1 inches 1 inch

Multiple Paths to Learning

Teacher Gives Students MagnetsTeacher Gives Students Magnets Students Identify What Things Are Attracted Students Identify What Things Are Attracted

to Magnetsto Magnets Students Generate a Rule/GeneralizationStudents Generate a Rule/Generalization Teacher Gives Students Other MaterialsTeacher Gives Students Other Materials Students Predict Which Materials Will Be Students Predict Which Materials Will Be

Attracted to MagnetsAttracted to Magnets Students Verify PredictionsStudents Verify Predictions

Inductive Teaching Teacher Gives Students MagnetsTeacher Gives Students Magnets Students Identify What Things Are Attracted Students Identify What Things Are Attracted

to Magnetsto Magnets Students Generate a Rule/GeneralizationStudents Generate a Rule/Generalization Teacher Gives Students Other MaterialsTeacher Gives Students Other Materials Students Predict Which Materials Will Be Students Predict Which Materials Will Be

Attracted to MagnetsAttracted to Magnets Students Verify PredictionsStudents Verify Predictions

Big Idea

Smaller Ideas Smaller Ideas

Small Ideas Small Ideas

InductiveInductive Teaching Teaching

Elements of a ConceptRobert GagnéEvery Concept has

1. A name2. Examples and Non-Examples(positives and negatives)3. Attributes4. 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

ELEMENTS1. A name2. Examples and Non-Examples(positives and negatives)3. Attributes4. Attribute Values(essential and non-essential)

A RULE, then, is the statement of the essential attributes of the concept

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?

Original Theory/Philosophy(Bruner)

Application of Original Theory(Gagne’)

Model of Teaching(Joyce)

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’)

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

Affective

Functional

Formal

MIB

mothermamamomMa….

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)

What do these words share?bashcrashclashlashtrashgash

smashmash …

What do these words share?snifflesnootsnoresnoutsnoopsnotsnuf

snootysnub

Humans are different in the ways that they

conceptualize

Enactive

Iconic

Symbolic

http://www.math.usu.edu/matti/

Utah State Mathematics Manipulatives Project

Watch for the “ah-ha”!

FACETIOUSCAESIOUS ABSTEMIOUS

PARECIOUS ABSTENTIOUSDUOLITERAL

SUBCONTINENTAL QUODLIBETAL UNCOMPLIMENTARY

QUODLIBETARY UNORIENTALADVENTITIOUSUNNOTICEABLYFRACEDINOUS

AEIOU

Humans are different in the ways that they

conceptualize

Scanners

Focusers

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 walletsToo bad, I hid a boot.

More with Dr. RotcodStar 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 nutGo 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)Pa's a sap.Ma is as selfless as I am!RacecarMadam Kayak Bob Ava 03230Evil olive.Lager, Sir, is regal.Red rum, sir is murder!Yo! Bottoms up, U.S. Motto, boy!Cain: A maniac!Senile FelinesSolo gigolos.Sore eye, Eros?Egad, an adage!Rats live on no evil star. Never odd or evenStep on no pets!

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 ToyotaA 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

http://www.doctorottorotcod.www//:ptth

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

ROMA TIBI SUBITO MOTIBUS IBIT AMOR

NIYON ANOMHMATA MH MONAN OYIN

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

1. Name no ___________2. Step on ____________3. Never odd _______________4. Some men interpret ______________5. Dennis and Edna ____________6. Egad, a base tone denotes

_________7. Was it Eliot’s _________________?

Take any two numbers23+45Add them together 23

45 68 86

Stop if the sum is a palindrome

Otherwise reverse the number

And add these numbers154

451

Continue the process until

The sum is a palindrome

6055061111

Let’s Teach the Concept

Oxymoron

Attributes a

Examples Non-Examples

Recorded live

Small fortune

Scotch tape

Ms. Wilson

Colorless green leaves, sleeping furiously

Chomsky

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)

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

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?

1. Identify adverbs

Find the ConceptYes 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?

1. Identify adverbs2. Know time period in which Poe

wrote3. Recognize similes in writing

examples

The Big High and Lonesome

The big high and lonesome’s a place in my mindlike out from Lakeview to Burns

Or up on the Judith or at Promontory‘bout where the UP tracks turn

It’s anywhere you feel tinywhen you get a good look at the sky

And sometimes when it’s stormin’you can look the Lord in the eye.

I stood and watched in amazementout on San Augustine Plain

While the sky turned as black as the curtains in Helland the wind come a’chasin’ the rain

And standing there watching I felt itin the minutes before it arrived

An unearthly stillness prickled my skinlike the storm itself was alive.

When it hit, it hit with a furythe 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 apartwith a horrible deafening roar

I felt like a fox in a cage made of bonesin sight of the hounds at the door.

Which of these might be taught using an inductive concept

model?

1. Identify adverbs2. Know time period in which Poe wrote3. Recognize similes in writing examples4. Understand miscibility in liquids5. Know why two coffee cans roll down

an inclined plane at different speeds6. Recognize a “zone” defense in football7. Understand gerrymandering

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

R R I D R R I R D D D R R D R D R D R DR I R D R D D R R D D D R R D I R D D RR R D R D D R D D I I D D D D R R R D DD R D I R R D D D R D R D R D R R R I RR R R R D R I R R DR I D D D R D D D D

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… 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

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… 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… 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)

Attributes a

Examples….

Non-Examples…

Thixotropic Substances

Attributes a

Examples Non-Examples

Attributes

Examples Non-Examples

Attributes

Examplesa

Non-Examplesb

Attributes

Examplesa

Non-Examplesb

Attributes

Examplesa

Non-Examplesb

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

Competence Motivation

R. W. White

Competence Motivation

R. W. White

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