This document discusses inductive learning and its benefits for implementing Common Core State Standards. It provides three main reasons for using inductive learning: 1) it develops inference skills, 2) it requires students to support claims with evidence, and 3) it helps students learn academic vocabulary. Research shows that teaching students to classify information and generate hypotheses improves achievement. The document outlines how to implement inductive lessons and provides a sample science lesson. It also discusses using inductive learning for writing assignments and analyzing multiple texts. Effective planning considers standards, selecting terms, modeling the process, and developing higher-order questions.

1. The Core Six/Strategy # 3
Inductive Learning
Connie Hanke Mary Anne Preston
connie.hanke@utoledo.edu mary.preston@utoledo.edu
LDC Coach Literacy Coach
NW Ohio HSTW/MMGW

2. Objectives…
• Three Reasons for Using Inductive Learning
with CCSS
• Research Behind Inductive Learning
• Implementing Inductive Learning
• A Sample Lesson
• Planning Considerations
• Writing Extension with Inductive Writing and
Multiple Document Learning

3. Handouts…
3-Column Support/Refute Organizer
Writer’s Club Tool

4. Three Reasons for Using
Inductive Reasoning for CC
1. Inference: Marzano (2010) identifies
inference as a foundational process
that underlies higher-order thinking
and 21st century skills.
Common Core’s first Reading Anchor
Standard (R.CCR.1) requires students
to make logical inferences.

5. Three Reasons for Using
Inductive Reasoning for CC
Sub-processes that go with
inferences:
 Examining information closely,
 Looking for hidden relationships,
 Generating tentative hypotheses,
 Drawing conclusions not explicitly
stated.

6. Three Reasons for Using
Inductive Learning for CC
2. Evidence:
 Requires students to support their thinking
with high-quality evidence
 Finding evidence to support hypotheses
 Finding evidence that runs counter to
their hypotheses

7. Three Reasons for Using
Inductive Learning for CC
3. Academic Vocabulary:
(L.CCR. 5 and L.CCR.6)
 This strategy is used to introduce academic and
domain-specific words and phrases.
 It forces students to search for key attributes and
relationships among the words.
 They organize the terms into a schema
(pattern or concept) that suggests the larger structure
of content.

8. Research Behind
Inductive Learning:
Educator Hilda Taba pioneered work that
created a shift (1971):
Instead of teachers giving the students
the information…have students discover
the relationship between big ideas and
key details that make up lesson.
Specific details to broad generalizations.

9. Research Behind
Inductive Learning:
Current research by Dean et.al., 2012:
New meta-analytical research on effective
teaching practices suggests that…
teaching students how to classify
information + how to generate and test
hypotheses= Rise in Student
Achievement

10. How to implement
“Inductive Learning”
1. Take the following from a reading, lecture or
unit, distribute them to the students, and
then have students look up unfamiliar
terms.
Key Words
Phrases
Items
Problems
Images

11. How to implement
“Inductive Learning”
2. Model the process of grouping and labeling
terms.
3. Students analyze and explore the different
ways terms can be grouped.
Students need to think flexibly…moving
smaller groups into larger, more inclusive
groups.
Note: This can be done collaboratively.

12. How to implement
“Inductive Learning”
4. Ask students to devise a descriptive label for
each of their groups.
5. Have student use their labels/groupings to
make several predictions or hypotheses
about the reading, lecture, or unit.
Then have them search and collect evidence
that supports or refutes their predictions.
(Use a three-column Support/Refute Organizer)

13. How to implement
“Inductive Learning”
6. Ask students to reflect on the inductive
learning process, and lead a discussion on
what they have learned.
7. Overtime, teach students how to generalize
and conceptualize by using this process to
identify words, create groups, generate
predictions, and test and refine those
predictions against evidence.

14. Sample Lesson:
Middle School Science
• Lesson on cell structure and function:
Students are given 30 vocabulary terms
from the unit and teacher challenges
students to use their knowledge of
cellular structure and function to group
and label all the terms.
(Opportunity for self-assessing and
improving their understanding of terms)

15. Sample Lesson:
Middle School Science
• After students have created groups and
labels, they are asked to write a response to
the prompt:
Pick three critical functions that cells perform.
Explain how the different parts of the cell are
involved in each function.
Use at least 15 vocabulary words in response.

16. Planning Considerations:
1.What standards do I intend to
address?
What are the big concepts in the
lesson that I want students to
discover?

17. Planning Considerations:
2. Select items to group:
Remember, students need three
items to make a stable group.
The majority of the terms need to
be familiar to them.
 Make sure items for specific, not
general.

18. Planning Considerations:
3. Provide a way for students to group
items by providing an organizer or have
students develop their own organizers.
Note: Think about how you will model the
grouping-labeling process for students
who are new to the process.

19. Planning Considerations:
4. Ask yourself:
How will I distribute the items?
What is the best way to group
students during the lesson?
Note: Make sure that you are able to
clearly explain to students what
you expect of them during the
lesson.

20. Planning Considerations:
5. Develop some stretching questions to ask
students:
What were your thoughts as you made that group?
If you moved items, how would you change the label to
accommodate new items?
Look at the groups you made; what do these groupings
tell you about what we are going to study?
Can you form new groups, not thought of yet?
Why does this term belong in this group?

21. Planning Considerations:
6. To solidify understanding and
promote transfer of learning, ask
yourself:
What kind of synthesis task or
closing activity can I prepare to
help students apply what they have
learned?

22. Inductive Writing:
• Using the inductive learning process,
students can use the organizational
structure to write a multi-paragraph
essay.
There are 7 steps for inductive writing in
your classroom.

23. 7 Steps for
Inductive Writing
1. Help students generate ideas related to the
topic.
2. Have students group items into three or four
groups.
3. Have students plan that each group will be
used to create a paragraph.
Student should create a topic sentence for
each group that explains what the
paragraph will be about.

24. 7 Steps for
Inductive Writing
4. Have students sequence the groups and
topic sentences in a way that makes sense.
Note: Before writing, give students time to
review their groups, adding details that
might be missing, revising topic sentences,
and logically thinking their way through the
essay.
(Creating an outline may be very helpful)

25. 7 Steps for
Inductive Writing
5. Have students produce a first draft.
6. Provide students time to peer read.
Note: Could use Writer’s Club tool (see handout)
7. Give students time to reflect on the essay-writing
process.
Use questions:
 What did you learn about how to organize ideas?
 How did working with peers help you?
 How could you use this technique for other kinds of
writing?

26. Multiple Document Learning
• Have students use the inductive
process when finding the central
themes and important details from two
or more documents.
R.CCR.9: Analyze how two or more texts
address similar themes or topics.

27. Multiple Document Learning
1. Students identify the topic embedded
in the question.
2. Read carefully, annotating and
underlining text and making notes to
highlight important information.
3. Review annotations and see if any
patterns appear.

28. Multiple Document Learning
4. Have students review their groups and
labels, adding any missing details and
clarifying their groups.
5. Have students set their groups in logical
sequence for writing.
6. Using steps 5-7 in inductive writing, have
students draft their responses, collaborate
to improve work, and reflect on the process.

29. References
The research, information, and materials
were gathered from the book:
The Core Six: Essential Strategies for Achieving
Excellence with the Common Core
Authors:
Harvey F. Silver
R. Thomas Dewing
Matthew J. Perini
Copyright 2012 ASCD Publisher

30. Questions…
• Please complete evaluation…
• Contact information:
Connie Hanke
connie.hanke@utoledo.edu
419-681-6401