Scribd
Upload
4 views

Lesson-11_Strat-WPS-Office

Inductive Guided Inquiry is a teaching method where students infer conclusions from provided data, focusing on guided inquiry to enhance observation and reasoning skills. The approach involves the teacher controlling the specifics while encouraging students to make generalizations and communicate their findings. Effective questioning is crucial in this model, with teachers facilitating discussions rather than providing answers, fostering a dynamic and inquiry-oriented classroom environment.

Uploaded by

panesvalerie3
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
4 views

Lesson-11_Strat-WPS-Office

Inductive Guided Inquiry is a teaching method where students infer conclusions from provided data, focusing on guided inquiry to enhance observation and reasoning skills. The approach involves the teacher controlling the specifics while encouraging students to make generalizations and communicate their findings. Effective questioning is crucial in this model, with teachers facilitating discussions rather than providing answers, fostering a dynamic and inquiry-oriented classroom environment.

Uploaded by

panesvalerie3
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 18

Lesson 11:Strategy

3-Inductive Guided
Inquiry
1. What is Inductive Guided
Inquiry?
-Induction is a thought process where in
the individual observes selected
events,processes,or objects and then
constructs a particular pattern of
concepts or relationships based on
these limited experiences Inductive
inquiry is a teaching method in which
the teachers ask the students to infer a
conclusion,generalization,or pattern of
relationships from a set of data or facts.
There are two approaches
ofinductive inquiry:guided and
unguided.If you provide the
specifics-that is,the data or facts-
but want the students to make
generalizations,then you are
conducting a guided inductive
inquiry (Tamir, 1995).On the
other hand,if you allow the
students to discover the specifics
themselves before the make
generalizations,the process is an
unguided inductive inquiry.In this
particular lesson,we will
focus on inductive guided inquiry.
Inductive inquiry is actually
applicable for all levels of
instruction (from grade school
to university graduate
schools).At any level,the
processes of
observing,making
inferences,dassifying,formulat
ing
hypotheses,and predicting are
all sharpened (or
reinforced)by the
students'experiences
ll. How to Use Guided
Inductive Inquiry as a Teaching
Strategy?
In guided inductive inquiry,the use of
pictures is usually the easiest way to
introduce this concept
For young children,show different pictures of
the same scene to the class.Ask the children
to tell
what they see in the pictures and to describe
patterns they observe.
Have them state these pattems as generalizations.Ask
questions that require the students to do some generalizing
themselves,such as"What could cause this type of track in
the snow?"or"Where have we seen these before?"(Ohich et
al.,2007).

You need to distinguish dearly between statements based


on observations and those bisad inferences.Begin the lesson
by explaining and demonstrating the difference between
obsarve and inferences.
The process of inductive reasoning is developed gradually.As
the lesson a simple chart or list on the blackboard of the
students'observations and inferences
understanding of each process will gradually develop from
studying these examples.
Time Requirements
When you plan to use any type of inquiry activity in class,spend
at least twice as much dass time each lesson as you normally
would.This time is spent on in-depth analyses of the content by
the studemt Inquiry methods demand greater interaction
between the learner and the learning materials,as well greater
interaction between the teacher and the students (Orlich et
al.,2007).

In the same way,be prepared to reduce the amount of content


you will cover because you will use more time developing
process skills.You cannot maximize thinking skills and
simultaneously maximize conter
coverage.
Characteristics of Guided
Inductive Inquiry Model
(Orlich et al.,2007)
1.The learners progress from specific
observations to inferences or
generalizations.
2.The objective is to learm(or
reinforce)the process of examining
events or objects and then amving at a
appropriate generalization from the
observations.
3.The teacher controls the specifics of
the lesson (the events,data,materials,or
objects)and thus acsa
the class leader.
4.Each student acts to the
specifics and attempts to structure
a meaningful pattern based only
observations and those of others
in the class.
5.The classroom is to be
considered a learning laboratory.
6.Usually,a fixed number of
generalizations will be elicited
from the leamers.
7.The teacher encourages each
student to communicate his or her
generalizations to the
others may benefit from them.
This model can be adapted to other inquiry models,such as
problem-solving.These steps form the
basis of what we know as the scientific method.The students
can surely develop the different process skils as
they utilize this model effectively.

The Role of Questioning Within Guided Inductive


Inquiry

It has been observed that the teacher's questioning plays an


important role in inquiry methods because
the purpose of inquiry is to pursue an investigation.The
teacher thus becomes a question asker,not the one
who is answering the question/s.Teachers who are masters of
guided induction inquiry state that they spend
their time interacting with the students but provide very few
answers (Phillips &German,2002)
What kinds of questions should a teacher ask?The following list
show some questions that the teacher can posein the class to have a
more inquiry-oriented classroom environment(based on
Orich&Miqaki.19811 Again,note that these prompting questions
help the students to examine all kinds of interrelationships-one of
the desired goals of inquiry teaching and constructivism.

Question Stems:Dynamic Subjects

-What is happening?
-What has happened?
■
What do you think will happen now?
How did this happen?
What caused this to happen?
What took place before this
happened?
Where have you seen something like
this happen?
When have you seen something like
this happen?
How can you make this happen?
How does this compare with what
you saw or did?
How can you do this more easily?
How can you do this more quickly?
Question Stems:Static Subjecdts

What kind of object is it?


What is it called?
Where is it found?
What does it looklike?
Have you ever seen anything like it?Where?
When?
How is it like other things?
How can you recognize or identify it?
How did it get its name?
What can you do with it?
What is it made of?
How was it made?
What is its purpose?
How doesitwork or operate?
What other names does it have?
Howis it different from other things?
ll.Sample Lesson Plan

Topic.Soil and its Types

Grade level:Grade4

Learning Competency

The leaners should be able to


compare and contrast the characteristics
of different types of soil.

ENGAGE
Show pictures of different types of soil,or
if actual samples are available, bring
them and show the class.
EXPLORE
Ask the students:
1.What are the components of soil?
2.What are the different types of
soil?
3.In what ways are they similar or
different?
4.Which type of soil absorbs and
keeps water?

EXPLAIN
Discuss the components of
soil,different types of soil and their
distinguishing chaae
ELABORATE
Let the students ponder on the following
questions Give them time to share their ides in
class.
1.What is the significance of each type of soil?
Give their spedific use.

2.lf you are going to plant seeds,what type of soil


will you use and why?

3.What is soil pollution?What are the factors that


contribute to soil pollution?
EVALUATE

Ask the students to conduct a library research on


areas where soil or land has been poiluted And
list down the implications of such event.They can
present the output in a creative manner poster
video presentation,etc.)to be submitted and
shown in class the folowng meeting.
THANK YOU ❣️

Prepared by:Liza Mae


Calubia

You might also like