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Indirect Learning

The document outlines various problem-based and indirect instruction strategies, emphasizing the processes of generalization and discrimination in learning. It discusses content organization, conceptual movement through induction and deduction, the use of examples and nonexamples, questioning techniques, learner experiences, self-evaluation, and the importance of discussion in promoting critical thinking. These strategies aim to enhance student engagement, understanding, and problem-solving skills in educational settings.

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Aya Ortis
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9 views3 pages

Indirect Learning

The document outlines various problem-based and indirect instruction strategies, emphasizing the processes of generalization and discrimination in learning. It discusses content organization, conceptual movement through induction and deduction, the use of examples and nonexamples, questioning techniques, learner experiences, self-evaluation, and the importance of discussion in promoting critical thinking. These strategies aim to enhance student engagement, understanding, and problem-solving skills in educational settings.

Uploaded by

Aya Ortis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Problem-based Learning (Inquiry, and Concept Attainment Strategies)

 Generalization is a process by which the learner responds in a similar


manner to different stimuli, thereby increasing the range of instances to
which particular facts, rules, and sequences apply.
 Discrimination is a process by which the learner selectively restricts the
acceptable range of instances by eliminating things that may look like the
concept but differ from it on critical dimensions.

Indirect Instruction Strategies

1. Content Organization
 An advance organizer gives learners a conceptual preview of what is to come
and helps them store, label, and package content for retention and later use.
 Three approaches to organizing content and composing advance organizers
are the concept learning, inquiry, and problem-solving approaches.
Concept Learning - emphasize the essential attributes that bind seemingly dissimilar
data, materials, objects, or events.
Inquiry Learning - emphasize how things are organized, how they change, and how
they interrelate, within which concept learning may be a part of the larger inquiry
process
Problem-Centered Learning - recognizes the need to develop problem solving skills
as well as the knowledge and skills to respond to previously unforeseen
circumstances

2. Conceptual movement
 Induction - Selected events to establish general concepts and patterns
- Induction starts with a specific observation of a limited set of data and ends
with a generalization about a much broader context.
- form of reasoning used to draw a conclusion or make a generalization from
specific instances (Stadler, 2011).

 Deduction - Principles and generalizations that apply to specific events


- reasoning that proceeds from principles or generalizations to their application
in specific instances. It also includes testing generalizations to see if they hold
in specific cases.

3. Examples and nonexamples


 Examples represent the concept being taught by including all of the attributes
essential for recognizing that concept as a member of some larger class.
 Nonexamples fail to represent the concept being taught by purposely not
including one or more of the attributes essential for recognizing it as a member of
some larger class.
 The use of examples and nonexamples defines the essential and nonessential
attributes of a concept needed to identify it and make accurate generalizations
about it.
 Using examples and nonexamples includes the following steps:
- Providing more than a single example
- Using examples that vary in ways that are irrelevant to the concept being
defined
- Using nonexamples that also include relevant dimensions of the concept
- Explaining why nonexamples have some of the same characteristics as
examples

4. Questions
 The role of questions is to guide students into discovering new
dimensions of a problem or new ways of resolving a dilemma.
 Some uses of questions during indirect instruction include the following:
- Refocusing
- Presenting contradictions to be resolved
- Probing for deeper, more thorough responses
- Extending the discussion to new areas
- Passing responsibility to the class
 The point of using questioning strategies in indirect instruction is not to arrive
at the correct answer in the quickest and most efficient manner.
 The purposes of this teacher’s questioning were to focus students’ attention
and to promote the widest possible discussion of the topic from the students’
point of view, thereby connecting with the students’ own experiences.
5. Learner experience
 It can be used to heighten student interest, to organize subject content
around student problems, to tailor feedback to fit individual students, and to
encourage positive attitudes toward the subject.
 It is sometimes called unguided discovery learning, allows the student to
select both the form and substance of the learning experience.
 This approach was intended to heighten student interest, organize content
around student problems, tailor feedback to individual students, and
encourage positive attitudes and feelings toward the subject.
 This is appropriate in the context of independently conducted experiments,
research projects, science fair projects, and demonstrations.
6. Student self-evaluation
 Self-evaluation of student responses occurs during indirect instruction when
you give students the opportunity to reason out their answers so you and
other students can suggest needed changes.
 The goal here was to create a student dialogue focused on the
appropriateness of the previous answers.
 This strategy promotes a student-to-student-back-to-teacher interchange, as
opposed to the more familiar teacher-to-student-back-to-teacher interchange.
7. Discussion
- It involves student exchanges with successive interactions among large
numbers of students.
- During these exchanges, you may intervene only occasionally to review and
summarize, or you may schedule periodic interaction to evaluate each
group's progress and to redirect the discussion when necessary.

- Group discussions can be useful for encouraging critical thinking, for


engaging learners in the learning process, and for promoting the cooperative
reasoning that is necessary in a democratic society.

- Your moderating functions during discussion include the following:


- Orient students to the objective of the discussion.

- Provide new or more accurate information that may be needed.

- Review, summarize, and relate opinions and facts.

- Redirect the flow of information and ideas back to the objective of the
discussion.

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