3. Indirect Instruction
• Makes learning meaningful,
thorough and usable
• Students seek to DISCOVER
knowledge
• Students draw conclusions
from information they find
themselves
4. Indirect Instruction,
sometimes called...
• Inquiry
• Induction
• Problem solving
• Action research
• Decision making
• Discovery
5. Examples of Indirect Instruction
• Debates • Simulations
• Panels • Guided/unguided
inquiry
• Field studies
• Research reports
• Group investigation
• Brain storming
6. Indirect Instruction...
• is student centered • promotes development
of interpersonal skills
• is flexible
• is predominately
• frees students to explore inductive but also
possibilities deductive
• reduces fear of wrong • is a slower way of
answers teaching than direct
teaching
• fosters creative
development • requires expertise in
teaching methods
7. Inquiry
• Fosters participation through observation,
investigation, drawing conclusions, making
inferences from data and forming hypotheses.
• Takes advantage of student’s natural interest in
discovery, suggesting alternatives and solving
problems.
• Students not only seeking answers but seeking
which questions to ask and which methods to
use.
8. Inquiry
• Active NOT passive
• Different than typical
research projects because it
involves doing something
with the information.
9. Basic Steps of Inquiry
1. Observing 7. Inferring
2. Classifying 8. Defining operationally
3. Using numbers 9. Formulating hypothesis
4. Measuring 10.Interpreting data
5. Using space-time 11.Controlling variables
relations
12.Experimenting
6. Predicting
13.Communicating
10. Inquiry
• The processes of inquiry must be learned and
practiced systematically
• Every student can and should learn inquiry
• Opens door for more than just what is in the
textbook
• Can be used daily as part of almost any teaching
method or strategy
11. Inquiry - The Teacher’s Role
• Facilitator, supporter, resource
person
• Relinquish control
• Model question asking,
information gathering and use
of information
• Arrange learning environment
• Provide opportunity and
feedback
12. Guided Inquiry - Elements
• Guided questions
• Linking content to issues, themes and problems
• Social interaction
• Active exploration
• Authentic assessment
• Helping learners to make meaningful connections
among the big ideas of a discipline and their
• personal experiences, conceptions and beliefs.
13. Guided Inquiry - The Teacher’s Role
• Guides students to a specific
generalization or discovery
• Arranges learning activities,
classroom recitations, or
discussion, learning materials
and visuals in a way that
makes arrival at a specific
generalization or discovery
likely.
• Is a questions asker, not
answerer
14. Guided Inquiry - The Teacher’s Role
• Is a questions asker, not
answerer
• Clarifier in cases of gross
misunderstanding and errors
in logic
15. Unguided Inquiry
• Similar steps and processes except the teacher’s
role is reduced and the students role is increased
• Teacher controls only the materials and pose
simple questions ex “what does this mean?”
• Generalizations that learners generate may be
unlimited
• Students should share generalizations or
conclusions
16. Use Inquiry when...
• Thinking skills or processes or affective skills and processes should be
stressed
• Learning how is more important than the right answer
• When why is more important than what
• Students need to experience something
• There are several “right” answers or when “right” can change with
circumstance
• The focus is on concepts, attitudes or values
• You wish students to become ego-involved and thus self-motivated
• The object is for students to develop life-long learning capabilities
17. Tips for Using Inquiry
• Learn your students • Encourage and be supportive
backgrounds in inquiry
• Make use of all resources
• Teach, model and provide
practice in inquiry skills • Make sure students select
manageable investigations
• Use open-ended and higher- (unguided)
level questions
• Stress support and cooperation,
• Solicit and accept divergent not competition
responses
• Teach the difference between
• Use probes and redirects healthy and negative scepticism
• Avoid telling answers or next
steps
21. Benefits of Inductive Teaching
• Learning is much more experiential and
interactive
• Students think for themselves
• Students are part of the knowledge-getting
process
• Encourages academic skills of reasoning and
theory construction
22. 3 Kinds of Inductive Instructional Skills
1. Structuring - arrangement
of learning environment
2. Soliciting - provision of
opportunities for student
involvement
3. Reacting - provision of
feedback or instructional
responses
32. TriBond
(last one, awww..)
• The province of Quebec
• The Boy Scouts of America
• The New Orleans Saints
33. TriBond
(last one, awww..)
• The province of Quebec
• The Boy Scouts of America
• The New Orleans Saints
They use the
same symbol, the
fleur-de-lis!
35. ...how is this helpful?
• Grammar rules: you give
them examples and have
them conclude what the rule
is
• Social Science: political
positions, geographic
locations,
• Math: categorizing shapes, all
prime numbers
• etc...
36. What is Experiential Learning?
• An action strategy
• Instead of hearing, talking, or reading about
something, students participate in the context
to be studied
• Some examples: (continuum)
exhibits>models>games>simulations>direct experiences
37. Experiential Instruction
• Design experiences that facilitate active
participation (constructivism)
• Debrief student experiences
• Students discover generalizations from
experiences
• Students apply learning to new situations
38. “No discussion of experiential
learning would be complete
without the classic Kolb Model.”
According to Kolb, “learning is a process
(not an outcome) by which concepts are
constantly modified by experience.”
39. Kolb: learners need 4 abilities:
1. Concrete experience
2. Reflective observation - analyze and reflect
using previous experience
3. Abstract conceptualization - generalizations that
are logically sound
4. Active experimentation - make decisions, solve
problems
40. Kolb says experiential learning
has 6 characteristics
1. How learning takes place
(not what is to be learned)
2. Learners continuously gain and test knowledge
3. Learners need abilities that are opposites
4. Learners adapt to social and physical
environment
5. Active, self-directed
6. Knowledge is created
42. Teaching Approaches to
Experiential Learning
• Active Learning
• In & Outside the Classroom
• The Experiential Learning cycle
• Learning Methods
• Games, Simulations, & Role Play
43. Active Learning
(doing)
• read, write, discuss, or be
engaged in solving
problems
• engage in higher-order
thinking tasks (analysis,
synthesis, evaluation)
• instruction involves
students doing things and
thinking about what they
are doing!
44. Teacher - Active Learning
• pause (3x 2 min)
• use demos (*like in science!)
• use more visual-based
instruction
• incorporate case studies,
cooperative learning,
debates, drama, role
playing/simulation, and
peer teaching
45. Teacher - Active Learning
• Create a supportive intellectual and emotional
environment that encourages students to take risks.
46. Teacher - Active Learning
• Create a supportive intellectual and emotional
environment that encourages students to take risks.
47. Teacher - Active Learning
• Create a supportive intellectual and emotional
environment that encourages students to take risks.
How can I create such an amazing
classroom environment?
49. Experiential Learning In & Outside
the Classroom
Classroom Direct
Game/Activity Field Trip Experience
Looks like
_______
50. The Experiential Learning Cycle
(Jones & Pfieffer.1979)
• having an experience
1. Experiencing (individual or group)
(an activity occurs)
• interaction with the
environment and with others
• generates information
• leads to feelings
• develops common knowledge
for discussion & reflection
51. The Experiential Learning Cycle
(Jones & Pfieffer.1979)
• having an experience
1. Experiencing (individual or group)
(an activity occurs)
• interaction with the
environment and with others
looks like...?
(p.476)
• generates information
• leads to feelings
• develops common knowledge
for discussion & reflection
52. 1. Experiencing (an activity occurs)
Warning!
Don’t stop at #1
The true Learning Experience is about to come....
53. The Experiential Learning Cycle
(Jones & Pfieffer.1979)
2. Sharing • students recall experience
(reactions and
observations - publish) • report what they saw and how
they felt
• share with group or class
(provide data for later analysis)
• record (report, blog post, tweet,
oral, email, web page,
discussion, interviews, etc.)
54. The Experiential Learning Cycle
(Jones & Pfieffer.1979)
• “talking through” experiences
3. Analyzing
and feelings
(patterns & dynamics
determined - process) • data processed & systematically
• seek common themes or
patterns, classify experiences,
questionnaires, discover key
terms
• NOT interpreting/inferencing
(dynamics not “meaning”)
55. The Experiential Learning Cycle
(Jones & Pfieffer.1979)
• answering “so what?”
4. Inferring
(principles are derived • seek principles, rules,
- generalizing) generalizations
• “What I have learned?”
“What am I beginning to
learn?”
• LEARNING BECOMES
PRACTICAL!
(moves beyond the “academic”)
56. The Experiential Learning Cycle
(Jones & Pfieffer.1979)
• The reason for ALL the other
5. Applying stages!
(planning to use learning in
new situations - the future) • students apply their learning
(generalizations)
• techniques: group planning for
application & practice (or
simulated) applications
• make public statements “what I
intend to do tomorrow is..”
(commit to follow-through)
58. Now that you are
experts on direct and
indirect instruction...
here are a few things
to think about
59. Tips for Experiential Learning
• combine direct and indirect instruction
• let the students have some control
• vary the degree of teacher vs student control
• evaluation is not cut and dry (assessment will
take time to develop)
• teach students interpersonal/group skills
(classroom management)
60. Experiential Learning...
- enhances self esteem
- increases social & personal responsibility
- contributes to higher-level mental processes
- provides an opportunity for creativity
