Indirect Teacher Strategies - Coggle Diagram
Indirect Teacher Strategies
Induction & Deduction
Induction: reasoning used to make a conclusion about something
Deduction: form of reasoning from principles to their application
Steps used in deductive thinking: 1. state a theory that will be tested 2. form a hypothesis 3. observe and/or collect data 4. analyze and interpret data 5. decide whether it was an accurate prediction or not
Examples and Nonexamples
allows learners to better understand the concepts that are being taught
Examples vary the way concepts could be defined, and expand a set of facts.
Nonexamples further heighten discrimination.
This begins an inquiry process that helps form correct answers, and can form answers that are unique to the student/learner.
Questions extend discussions, puts the responsibility back on the students/classroom, probes for well-developed responses, and can allow contradictions or issues to be resolved.
Helps set the background for learning
Can be represented with visuals or orally.
There is either: concept learning, inquiry learning, or problem-centered learning.
Helps represent themes
Encourage students to use examples from their own life
Make associations with things they already know
Encourage a better understanding
Students start to learn the reason for their answers.
The students have more control.
They start to be more critical of their work and way of thinking.
Full-group discussion: the teacher is the moderator and allows the students to be engaged
Small-group discussion: 4-6 students
Pair/Team Discussions: this is when there is a lot of writing, materials need to be prepared, or they need to look up information
Think, Pair, Share: the teacher poses a question, the students individually, the student discusses their idea with another student, and then they share their answers with their whole class.