Inductive Thinking with Hilda Taba
"There is no great art in confusing people." —Issac Bashevis Singer
Students must create their own relevance, they cannot simply adopt or receive a system or framework formed by adults.
They are here to make meaning through confronting a new idea or concept. Let that be their job. Their strengths as learners need to be practiced.
Create a sense of wonder
Abstract—don't be afraid to meet big ideas head on.
Unverifiable—not definitive but a work in progress, able to evolve and change.
Hierarchical—broad and deep space for reasoning and critical thought.
Deconstruct concepts with generalizations and metaphors.
Create a sense of wonder
Abstract—don't be afraid to meet big ideas head on.
Unverifiable—not definitive but a work in progress, able to evolve and change.
Hierarchical—broad and deep space for reasoning and critical thought.
Deconstruct concepts with generalizations and metaphors.
Habits and practices—if learning is the skill goal, students need to create outward and visible signs of their inner understanding using text, illustrations, symbols, diagrams, and actions.
This represents . . .
This illustrates . . .
This stands for . . .
It is like this . . .
Concept Mapping and Mind Mapping
Pre-assessment to guide instruction by understanding student categories, connections, cross links, or misconceptions.
Give students ambiguity and complexity—even to the point of overwhelming--then coach them in developing the skills and tools to handle it. Help students develop the skills and dispositions to grapple and engage rather than abandon and retreat.
First, Be Effective: Encourage students to mindmap and sketchnote to organize in a way that creates order and connections for students.
Then, Be Efficient: Coach students to design a presentation of their understanding of a topic so someone else can understand that topic. Transformation. Whole-to-part design and thinking.