| Foreword |
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xi | (4) |
| Theme: Respectfully Yours We create skill in teaching by learning to inquire--constructing knowledge by building concepts about content and about how kids learn--using our own experience and the knowledge base forged by our predecessors. |
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xv | (2) |
| Aha! Scenes Three moments of discovery. The book begins with the inductive learning experiences of a fourth grade student, a second grade student, and two eighth grade students. |
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xvii | |
| part one Inquiry into Inductive Teaching and Learning |
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Chapter 1 Constructing Knowledge about Teaching Thinking inductively is one of the most natural of all human activities, for we are born with the built-in capacity to invent concepts and hypotheses to test. Releasing the power of inductive thinking in ourselves and the children is the essence of our professional work. Essentially, we argue that inductive inquiry is an inborn natural mode of learning and that the recitation mode is unnatural and inefficient. |
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What We Bring to Life: Natural and Unlimited Learning Capability |
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What We Bring to Life: Our Wondrous Learning Capability and Its Continual Application |
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How We See Ourselves and Our Students: Perceptions, Expectations, Behaviors |
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Chapter 2 The Flow of the Inductive Model of Teaching We explore how to arrange instructional transactions so that students build knowledge and skill: collecting and analyzing information, developing ideas, generating and trying out hypotheses, and applying their skills and knowledge. This chapter is an elaborated syntax of the model. |
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Objectives of the Inductive Model |
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Phase One: Identify the Domain |
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Phase Two: Collect, Present, and Enumerate Data |
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Phase Three: Examine Data |
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Phase Four: Form Concepts by Classifying |
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Phase Five: Generate and Test Hypotheses |
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Phase Six: Consolidate and Transfer |
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24 | (1) |
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Studying Student Learning: Production, Diagnosis, and Next Steps |
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24 | (2) |
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Upper Elementary Students |
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26 | (1) |
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26 | (3) |
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Chapter 3 The Cooperative Inductive Classroom: Scenarios from Primary, Upper Elementary, and Middle School We follow three teachers as they lead inductive inquiry with students in grades five, two, and eight. These scenarios attempt to make vivid the process of developing cooperative, inductive communities of learners. We take the reader into the classroom and the minds of these three teachers. |
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A Cooperative Inductive Classroom: Fifth Grade |
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37 | (1) |
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The Management of the Classroom Community |
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38 | (1) |
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A Cooperative Inductive Classroom: Second Grade |
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39 | (9) |
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46 | (1) |
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The Management of the Classroom Community |
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47 | (1) |
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A Cooperative Inductive Course: Eighth Grade |
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48 | (5) |
| part two The Picture-Word Inductive Model: Literacy As the Fundamental Objective of Education |
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chapter 4 Teaching Beginning Readers and Writers of All Ages Few things are more important to successful progress in our school and our culture than the development of literacy, and no aspect of teaching is more important than inducing our students to read and write effectively. The Picture-Word Inductive Model (PWIM) takes advantage of children's natural inductive capacity and their natural language development, using both to support productive inquiry into language. Reading and writing are taught together from the beginning. In a scenario taken from a real set of teaching episodes, we watch a teacher using the model with a group of kindergarten students in the initial stages of learning to read and write. The students develop sight vocabulary, co connect that vocabulary to books, classify the words, learn phonetic and structural generalizations, and begin to write words and create sentences for classroom publication and study. |
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53 | (43) |
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Rationale for Using PWIM to Teach Beginning Readers of All Ages |
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53 | (5) |
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Children's Development of Language |
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54 | (1) |
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The Process of Learning to Read and Write |
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55 | (2) |
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The Reading Writing Connection |
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57 | (1) |
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Questions Often Asked about PWIM |
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58 | (1) |
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Scenario: PWIM in the Kindergarten Learning to Read and Write |
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58 | (29) |
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Using the Picture Word Inductive Model with Beginning Readers and Writers |
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87 | (9) |
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87 | (1) |
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Conceptual and Operational Framework |
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88 | (2) |
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Developing the Learning Community |
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90 | (2) |
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92 | (2) |
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Identifying Content for Illustration |
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94 | (2) |
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chapter 5 Literacy across the Curriculum Once students can read and write to some extent, the task is to expand their ability to inquire into increasingly complex materials and forms of expression. The inductive process becomes routine: They learn to collect and synthesize information and to consolidate their knowledge and to convert that knowledge into skills. In this scenario, we watch a sixth grade teacher use the Picture Word Inductive Model to take a group of students into the study of ancient and modern Egypt. The students use pictures, videotapes, data bases, and books to collect and classify information, understand their prior conceptions, and develop hypotheses to test as they gather further information. Reading and writing to learn social studies are at work. |
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96 | (25) |
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Rationale for Using PWIM with Students in Grades 3-8 |
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96 | (2) |
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A New Stage of Reading Development |
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96 | (1) |
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97 | (1) |
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Stimulating Inquiry into Any Substantive Content Area Domain |
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97 | (1) |
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PWIM in the Sixth Grade: Developing Communication Skills and Teaching Social Studies |
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98 | (22) |
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116 | (1) |
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Moving "Up" the Literacy Curve |
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116 | (2) |
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Using Multiple Pictures (and Other Media) As Resources |
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118 | (1) |
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Using Various Media: Symbolic, Iconic, and Enactive Materials |
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119 | (1) |
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120 | (1) |
| part three Applications and Life-Long Inquiry |
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chapter 6 Building the Learning Community How do we begin the school year, developing a warm and rigorous learning community where students can learn alone and together in a space both safe and challenging? In this chapter, we build on the scenarios in
Chapter 3 and discuss how those teachers developed communities of learners. The study of student learning and the accommodation to individual differences are addressed as integral components of creating a healthy learning community in the classroom. |
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121 | (18) |
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123 | (1) |
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The Role of Our Beliefs about Children and Teaching and Learning |
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124 | (8) |
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124 | (1) |
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On Individual Differences |
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125 | (1) |
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On Learning Histories and the Therapeutic Dimension of Teaching |
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126 | (3) |
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129 | (2) |
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131 | (1) |
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132 | (3) |
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134 | (1) |
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Helping the Students See What They Learn |
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134 | (1) |
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Teach the Students How to Respond to the Inductive Model of Teaching |
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135 | (1) |
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In Phase One: Mastery of a Domain |
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135 | (1) |
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In Phase Two: Collecting Data |
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135 | (1) |
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In Phase Three: Scrutinizing a Data Set and Learning about the Attributes of the Items in the Set |
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135 | (1) |
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In Phase Four: The First Passes at Classifying |
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136 | (1) |
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Some Simple Principles for Establishing the Learning Community |
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136 | (1) |
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Reflections and Ideas for Inquiry |
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137 | (2) |
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chapter 7 Curriculum Topics for Inquiry We invite you to identify domains in each curriculum area that are amenable to inductive inquiry. |
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139 | (10) |
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Teaching as Social Custom |
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140 | (3) |
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The Recitation Mode of Teaching |
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141 | (2) |
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Thinking about Curriculum |
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143 | (1) |
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Locating Domains in the Basic Academic Areas |
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144 | (3) |
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Language Arts for Beginning Readers and Writers |
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144 | (1) |
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Language Arts for Developing Readers and Writers |
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145 | (1) |
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145 | (1) |
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146 | (1) |
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146 | (1) |
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Where Did These Curriculum Topics Come From? |
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147 | (1) |
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Learning Resources and Inquiry |
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147 | (2) |
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chapter 8 Inquiring into Inductive Inquiry: The Formal Research We explore the formal research on inductive inquiry, from the early development of language to the pursuit of literacy in the academic subjects. We invite you to conduct your own |
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149 | (36) |
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150 | (5) |
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Basic and Applied Science |
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150 | (1) |
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151 | (2) |
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Professional Inquiry and Conventional Wisdom |
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153 | (2) |
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An Emerging Inquiry: The "Just Read" Program of Research |
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155 | (15) |
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Beginning of the Just Read Inquiry |
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155 | (7) |
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Making an Initiative and Studying Its Effects |
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162 | (8) |
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Inductive Teaching and Curriculum Assumptions and Effects |
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170 | (12) |
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Assumptions about Inductive Thinking and Teaching |
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171 | (11) |
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Summary: Questions Researchers Have Asked |
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182 | (2) |
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184 | (1) |
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chapter 9 The Teacher Scholar The Professional Learning Agenda How do we acquire teaching strategies, polish them, and develop executive control over them? What is in the storehouse of ways of teaching that we can explore? How do we build a learning environment for ourselves one that sustains our inquiry and feeds us as we try to nurture our children? This chapter seeks to engage readers in life-long inquiry into teaching and learning, a form of continual professional development. |
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185 | (13) |
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An Abundance of Teaching Models |
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185 | (9) |
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Studying the Models: An Inductive Activity |
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186 | (1) |
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The Information Processing Family |
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187 | (2) |
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The Social Family: Building the Learning Community |
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189 | (2) |
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191 | (2) |
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The Behavioral Systems Family |
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193 | (1) |
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Developing a Broad Teaching Repertoire: A Firm Yet Delicate Hand |
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194 | (3) |
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Developing Your Teaching Repertoire |
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196 | (1) |
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197 | (1) |
| appendix A Peer Teaching Guide: Inductive Model of Teaching |
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198 | (8) |
| appendix B "Just Read" Forms |
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206 | (6) |
| References |
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212 | (7) |
| Index |
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219 | |
