INDUCTIVE-LEARNING-peram classmate -.pdf

about inductive learning

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INDUCTIVE
LEARNING
PREPARED BY:
NICOLE VILLA AND IVY CAMA

2. OBJECTIVE
To plan a lesson that
allows the students to
inductively learn a
concept.

3. The inductive learning strategy, sometimes called discovery
learning, is based on the principle of induction. Induction
means to derive a concept by showing that if it is true to
some cases, then it is true for all. This is in contrast to
deduction where a concept is established by logically
proving that it is true based on generally known facts. The
inductive method in teaching is commonly described as
“specific to general,” “concrete to abstract,” or “example to
formula.” Whereas the vice versa is used to describe the
deductive method.
ThinkThink
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4. In an inductive learning lesson, the teachers design and
facilitate activities that guide the learners in discovering a
rule. Activities may involve comparing and contrasting,
grouping and labeling, or finding patterns. In mathematics
classes, the learners engage in inductive learning when
they observe examples and then, later on, generalize a rule
or formula based on the examples. There are four
processes that the students go through when given an
inductive learning activity: (1) observe, (2) hypothesize, (3)
collect evidence, and (4) generalize.
ThinkThink
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5. Children love looking for patterns. When given many
examples, it is natural for them to look for similarities and
assume rules. So, the key is to give them examples to
observe. These examples must be well-thought-of so that
the students would eventually arrive at a complete rule. For
instance, if you want your students to discover the rule in
multiplying decimal numbers, it is better to use the examples
in set B than those on set A so that the students’
observations would focus on the “placement” of the decimal
point.
ObserveObserve
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6. ObserveObserve
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7. The students form rules in their minds as they observe. In
this stage, encourage the students to share their thoughts.
Assure them that there are no wrong hypotheses.
Acknowledge the variety of the students’ ideas but also
streamline them to, later on, test only the unique
hypotheses. In our example, the hypothesis, “place the
decimal point according to the number of decimal places of
the factors” may be considered the same as, “from the
whole number product, move the decimal point to the left
according to the number of decimal places of the factors.”
HypothesizeHypothesize
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8. Here, the students test their
hypothesis by applying their
hypothesis to other examples. If
there is more than one hypothesis
generated by the class, intentionally
give a counterexample for them to
test.
Collect EvidenceCollect Evidence
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9. Finally, the students would now formalize their
hypothesis to a rule. Support the students so that
they would use mathematical terms in stating their
rule. For example, instead of saying “the number of
digits to the right of the decimal point,” lead the
student to say, “the number of decimal places.”
Doing this would develop the students’
mathematical vocabulary and therefore their overall
mathematical communication skills.
GeneralizeGeneralize
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10. ExperienceExperience
The continuation of the plan in
lesson 10 is shown below. The
lesson was cut at the point when
the students have generated
many different solutions to .

11. Applying the Different TechniquesApplying the Different Techniques
Instruct the students to solve the following using
any of the techniques that their classmates shared
in dividing a whole number by a fraction.

12. Other examples may be given but considered
that one of the possible solutions is illustration
so use small values. Also, include examples of
dividing by a unit fraction; it will be useful in the
discussion later. If time is limited, group the
students into five and each group will answer
one example. Each technique discussed must
be used by at least one group.
Applying the Different TechniquesApplying the Different Techniques

13. Move around while the students are
working. Make sure to clarify confusion
and correct misconceptions about the
techniques, if there are any, because the
class discussion that will follow will focus
on the discovery of rules.
Applying the Different TechniquesApplying the Different Techniques

14. Write the examples with the answers on
the board (including the first one).
ObserveObserve

15. Ask the students about their experiences
as they solve. Lead them to realize that
their techniques are creative ways of
solving the problem, but they are not
time-efficient. This should motivate them
to discover a shortcut.
ObserveObserve

16. Give some time for the students to
observe the examples. The fast learners
may become too excited to share their
hypothesis but don’t allow them to. The
goal is for all the students to have the
“Aha!” moment.
ObserveObserve

17. The struggling students may not see the
pattern right away. Help them by focusing
their attention on the unit fraction divisor
first.
Call on some students to explain their
hypotheses. After each explanation, ask
who has the same hypothesis.
HypothesizeHypothesize

18. Apply the hypothesis to each example to
see if they always work. Some of the
students may have hypothesized that
multiplying by the denominator and then
dividing by the numerator would give the
quotient. Others may have thought of
dividing first. In this stage, the students
would realize that both works.
Collect EvidenceCollect Evidence

19. Based on the result of the “collect
evidence” stage. Ask the students which
hypothesis is true for all. Then instruct
the students to write, using their own
words, the rule in their notebook. Have
two to three students read aloud what
they have written.
GeneralizeGeneralize

20. Most of the students would write, “multiply by
the denominator then divide by the
numerator.” Lead the discussion to the
realization that multiplying by the denominator
then dividing by the numerator is the same as
multiplying by the fraction’s reciprocal. Once
this has been established, ask the students to
rewrite their rule to use the term reciprocal.
GeneralizeGeneralize

21. Answer the following questions to verbalize your
understanding of inductive learning.
1. Explain how inductive learning is related to constructivist
theory of learning discussed in the previous unit.
2. What possible hypotheses would the students come up
with given the problem in Experience?
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GeneralizeGeneralize

22. The following activity will engage you in identifying mathematical concepts
that can be taught using the inductive learning strategy.
1. Browse the DepEd mathematics curriculum for Grades 4 to 6. Write five
mathematical rules that you can teach using the inductive learning strategy.
2. The key to effective inductive learning is well-thought-of examples.
Choose one topic from your list in #1 and write examples that you can use in
class to allow discovery. What were your considerations in choosing your
examples?
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ChalllengeChalllenge

23. Write a lesson plan that allows the students to discover a rule inductively. If
appropriate, use the same topic as in your Harness in Lesson 6. This activity
will be part of the learning portfolio that you will compile at the end of this
module.

Format:
Observe
Generation of solutions
Collect Evidence
Generalize
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HarnessHarness

24. Inductive learning is about the
students discovering the
mathematical concepts by
themselves with the teacher as a
guide. In this strategy, the students
observe, hypothesize, collect
evidence, and generalize.
SUMMARYSUMMARY
Reference:
Gusano, Riza C., et al, A Course Module for Teaching Math in the Intermediate Grades,
Rex Book Store, c. 2020
Reference:
Gusano, Riza C., et al, A Course Module for Teaching Math in the Intermediate Grades,
Rex Book Store, c. 2020

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Thank You
for
Listening !
Thank You
for
Listening !