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Inductive and Deductive Teaching: Concepts and Examples

Learn about inductive and deductive teaching methods and their application in teaching concepts using similes. Explore examples and benefits of each approach.

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Inductive and Deductive Teaching: Concepts and Examples

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  1. Inquiring Writers Want to Know Prepared and Presented by Lisa Frase

  2. “Read, read, read everything…and see how they do it. Just like a carpenter who works as an apprentice and studies the master---read!” William Faulkner

  3. Inductive Teaching The teacher gives the students examples (data set), and then the students form the concepts by analyzing and categorizing the critical attributes. The teacher may gather the information (create the data set), or the students may gather the information. Specific to general. Deductive Teaching The teacher gives the students general information about the concept. Students are given positive and negative examples. They must then decide if the examples fit with the generalization they were given. General to Specific. Inductive Teaching vs. Deductive Teaching

  4. Inductive Teaching Concept: Similes The teacher gives the students a data set of similes. They must carefully analyze the similes, searching for the critical attributes that they have in common. Students would then categorize the data set. After categories are formed, then students write using the categories as a guide. Deductive Teaching Concept:Similes The teacher explains to the students that similes compare two things using like or as. The teacher gives students both positive and negative examples. Students must determine which examples are similes. Students write using similes. Examples of Inductive and Deductive Teaching

  5. Inductive TeachingBruce Joyce and Emily Calhoun “Most inductive activity is the product of the individual mind. We think about data and form categories. However, our minds do not exist in a social vacuum. The classroom learning environment needs to operate such that students learn to build and test ideas with others, helping one another and testing the minds against the ideas of others. Thus, the classroom becomes a place where individuals learn to share the products of their inquiries and where groups and the whole class plan studies together.”

  6. Wondrous WordsKatie Wood Ray “I can’t help students write well by myself. I need lots of help doing this teaching work, and I have found that help on the shelves of my library.” “As teachers it seems we have to spend a lot of time fighting against what our own educational histories have taught us to believe. We were not taught to learn to write from writers… So learning to how to write from writers is a fairly new concept in many classrooms. Not surprisingly, however, it isn’t at all new to professional writers. Countless interviews, articles, and memoirs by and about famous writers attest to the fact that writers learn to write from reading the work of other writers.” “So in order to gather a repertoire of craft possibilities that will help a writer write well, that writer first has to learn how to read differently, how to read with a sense of possibility…”

  7. The 6 Traits of Writing

  8. The Trait of Organization

  9. Leads • TSW determine the critical attributes of a well written narrative lead. • TSW categorize the critical attributes of narrative leads. • TSW write using the critical attributes of well written narrative leads.

  10. Lesson Procedure • Set it up: The Importance of Leads • Read aloud examples of strong narrative leads from children’s literature. • Analyze and chart the attributes “noticed” by students. • Put the attributes in categories and name the categories.

  11. Lesson Procedure Continued • Model writing 5-10 narrative leads based on a picture prompt, using the categories of critical attributes for narrative leads. • Shared writing of 5-10 leads based on a new picture prompt. • Students write 5-10 leads based on a picture prompt.

  12. Mrs. Frase’s Leads – Picture 1 • Faith was captured by the intrigue of the human world. • Today would be the day that the magic could begin. • “Don’t worry little friend. I won’t harm you.” said the tiny winged child. “We will have lots of fun together.” • The rose gave birth to a tiny creature, unseen by human eyes. • Hope peered into her magic pearl and longed to join the children playing.

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