Download Inductive Model of Teaching Planning Guide

Iowa DE
Inductive Model of Teaching Planning Guide
Inductive Model of Teaching Planning Guide
Name: _M. Huntress______________ Date: _____Nov. 09_________
Lesson 2
Phase One: Identify the Domain
32 sentences about the solar system are in a data set. Most came from Seymour
Simon’s book Our Solar System. These sentences were selected because
most contain strong verbs in both a simple or compound verb form.
A related set of picture cards have also been created and could be used
simultaneously to support comprehension for ELL’s.
Phase Two: Collect, Present, and Enumerate Data
The sentences have been numbered.
Phase Three: Examine Data
Class, last week we sorted some photographs and discovered many categories
that helped us think about exploring space. Today, I am going to give you
some envelopes that contain sentences about many of the objects in the
photos.
Today, as you read the sentences, think about what the author is telling you about
these objects, and put the ones that have similar ideas into categories. As
you sort, I will come around with a clipboard and jot down some of your sorts.
In a few minutes, I will ask a few of you to share your categories and why you
put certain sentences together.
I am going to put the National Geographic website of the Solar System on the
Smart Board. If needed, your table group is welcome to touch the photo
gallery on the Smart Board when I call you up to get more information about
the sentences as you read them. This might help you all better understand
what the author is describing in each sentence.
Phase Four: Form Concepts by Classifying
Allow students to sort with a partner as I walk around and jot categories on my
clipboard. Call table groups up to the photo gallery to explore ideas related to
the planets, stars, and other related items.
After about 15 minutes of reading, discussing, and exploring the photos, ask a few
groups to share their categories.
Ask a pair who has a category about the inner planets to share their category and
their thinking. Why did you put #’s 7, 14, 15, and 16 all together?
© 2009 Iowa Department of Education
Derived from Joyce, B., & Calhoun, E. F. (1998). Figure 2.1: Syntax of the inductive model of teaching. In Learning to teach
inductively (p. 10). Boston: Allyn and Bacon.
Iowa DE
Inductive Model of Teaching Planning Guide
2
Phase Five: Generate and Test Hypothesis
Are there others that would fit in this category? (#17, 18, 19, 32 would all fit.)
Ask students to identify others that would fit, and do thumbs up/down if they
agree or disagree.
Could you add any sentences to the category? What would they sound like? (Allow
a few students to share sentences.)
Look at these 4 rocky, inner planets on the Smart Board. Discuss how the
sentences in the data set describe these ideas in the photographs.
Phase Six: Consolidate and Transfer
As you look through our NF books today, see if you can find a sentence that does
a great job of describing the rocky, inner planets and write it on a sentence
strip so we can add it to our category. Let’s look for sentences that help us
understand something we may not have known before about these planets.
© 2009 Iowa Department of Education