MOD 6 Flashcards
types of inductive teaching methods
-Conjuctive
-Disjunctive
-Relational
-Presenting Goals and –Establishing Set
-Concept Identification
-Testing Attainment of the Concept
-Analysis of Thinking Strategies
Phases of Concept Attainment (Bruner, 1956)
-Establishing Set
-Concept formation
-Interpretation of Data
-Application of Principles
Phases of Inductive Teaching (Hilda Taba)
-Non-algorithmic
-Complex
-Multiple solutions
-Involves uncertainty
-Self regulation of the thinking process
Characteristics of Higher Order Thinking Skills
-Observation
-Focusing on the question
-Distinguish fact from opinion
-Distinguish relevant from irrelevant information
-Judging credibility of sources
-Recognize contradictions
-Making inferences
-Drawing conclusions
Skills Necessary to Enhance Critical Thinking:
the basic building blocks for thinking
concept
has a constant rule structures
Conjunctive
contains alternative sets of attributes
Disjunctive Concept
rule structure depends on its relationship
to other concepts
relational
categorize in Knowledge,
Comprehension and Application Level and considered as
learning skills
Lower order learning
classified under analysis, synthesis
and evaluation levels and oftentimes called thinking skills
Higher Order Learning
Thinking is called by several names
problem solving,
reasoning, higher order thinking, critical thinking, cognitive
strategy, metacognition or thinking about thinking and study
Higher order thinking has the following characteristics
-Is non-algorithmic
Tends to be complex
Multiple Solutions
Involves Uncertainty
Self-regulation of the thinking process
An inductive approach to teaching concepts which
students derive the meaning and attributes of a concept from the example and non-examples given
by the teacher
Developed by Jerome Bruner in 1956 but
popularized by Joyce and Weil
CONCEPT ATTAINMENT
PHASES OF CONCEPT ATTAINMENT
1.Presenting Goals and Establishing Set
2.Concept Identification
3.Testing Attainment of the Concept
4.Analysis of Thinking Strategies
Created by Hilda taba
Teach students how to process information with
accuracy and effectiveness
Developed by Jerome Bruner in 1956 but
popularized by Joyce and Weil
INDUCTIVE TEACHING
1.Establishing Set
2. Concept formation
3. Interpretation of Data
4. Application of Principles
PHASES OF INDUCTIVE TEACHING
SKILLS NECESSARY TO ENHANCE CRITICAL
THINKING
Observation
Focusing on the question
Distinguish fact from
opinion
Distinguish relevant from
irrelevant information
Judging credibility of
sources
Recognize contradictions
Making inferences
Drawing conclusions
path of action is not fully specified in
advance
Non- Algorithmic
Total of thinking is not clear from
a single vantage point
Tends to be complex
Several ways to solve a
problem
Involves multiple solutions
Teacher explains the objective of lesson and
prepares student for learning.
PRESENTING GOALS AND ESTABLISHING
SET
Students are
given examples and label YES or NO. Followed by
guessing or hypothesizing the concept. When
identified the concept, attempts to define concept in
their own words
CONCEPT INDENTIFICATION
Students test out concept to see how well they have
understood. Additional examples given by teacher
and label or categorize YES or NO. If they did
correctly, teacher confirms correctness of hypothesis.
The students can finally make their own examples or
non examples of the concept
TESTING ATTAINMENT OF THE CONCEPT
his
phase of teaching, student discuss the thinking
processes which led them to their conclusions.
Students are asked to describe the ideas they
considered in identifying and confirming the concept
ANALYSIS OF THINKING STRATEGIES:
a complex set of thinking skills and
processes that lead to fair and useful judgment.(
Lipman)
Critical thinking
