Induction and constructivism for the group model

 As a literacy teacher, more specifically a secondary English educator, I recognize that my subject is heavily skill based but not so far removed from multi-disciplinary content which I teach to support students’ acquisition of events, themes and scientific ideas. This is true especially when exploring historical fiction about the Holocaust or science fiction which thematically correlates with aspects of the Cold War and space exploration. I realize I must use effective scientific educational methods that will help student problems solve, work collaboratively, aim high on the Bloom Taxonomy pyramid and focus on inductions to make sense of multi-literacies presented to them for the best learning outcome.

 My last unit was a literature circle based on World War 2, and focused on how the war impacted the lives of various characters thereby offering students different perspectives during this incredible time period. Although I didn’t want to completely turn my English class into a history lesson, I needed to find a balance where students acquire key background knowledge and terminology which was needed to establish a foundation for the acquisition of more complex and higher reasoning skills on Bloom’s taxonomy pyramid : evaluation and creation (Anderson & Krathwohl, 2001).  

One scientific approach I implemented for this unit is induction. According to Jennifer Gonzales, author of “The Cult of Pedagogy '' website, the goal of inductive reasoning is to allow students to make sense of raw materials.(2020)  In my students’ case, these raw materials referred to historical fiction novels. After extrapolating ideas, themes and even events from their books, learners came up with discussions and research questions using the resources I gave them (the links, articles and Edpuzzle needed to formulate an inquiry).  Furthermore, students refined their reading and writing tools by utilizing models, creating claims for investigation of raw materials as well as delving into literature and correlating non-fiction texts with fictional writing in order to compare patterns. Instead of teachers  “spoon feeding” students’ wisdom, inductive instruction focuses more on independent learning. As a teacher, I must plant seeds about a subject for students to further problem solve. “Here are some… data, some [digital]artifacts, some experiences…what knowledge can we gain from them?”(Gonzales, 2014).  For example, I asked my students to read two chapters of Weed Flower which is a book about the relocation of Japanese American. I had learners look for similarities and differences between non-fiction articles on the same subject. Through induction and collaboration with peers, students were able to come up with a claim examining differences and similarities in the texts. They also used the data to analyze texts and created compare and contrast essays based on their findings as well as evaluated text on historical accuracy. More importantly,  they compared Asian American discrimination in the past with the present using their new found knowledge to examine our history in a new light- finding new truths.

Another scientific method I use in the WW2 unit is Lev Vygotsky's  brand of constructivism; a teacher is more of a guide than an all knowing instructor and students must be fully engaged in the discovery (Vygotsky, 1978). According to Eric Mazur, a Harvard professor of physics, allowing students to work independently (the constructivist model) as well as collaborate to solve problems produces the best learning retention. (Lambert, 2014). This helps students apply knowledge more accurately than the Aristotelian lecture which depended too heavily on rote memorization with little inquiry. In my course, I try to assign lessons that encourage students to do independent research, but come up with their own  questions through collaboration as well as during “check ins” so students can observe and learn from each other’s results. 

In the future, I may ask my students to create open-ended questions that will lead  to a deeper investigation of a tragic historical event. Students support each other through creating a project on a moment in WW2. They then present their findings creating a podcast that further teaches their peers about their findings.. In this type of construct, I merely support  learners when they will be stuck. But mostly I will direct them to a peer, who might have the answer (Lambert, 2014).

Ultimately, students must  use inductive reasoning to construct meaning from their literacy.  Through the use of  constructivism, and collaboration, students are then able to create in-depth solutions thereby learning how to be independent motivated thinkers for life (Lambert, 2014).

    “Cited Work”

 Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York: Longman. 

Gonzales, Jennifer. “How to Teach an Inductive Learning Lesson.” Cult of Pedagogy, 13 June 2020, www.cultofpedagogy.com/inductive-learning/. 

Lambert, Craig. “Twilight of the Lecture.” Harvard Magazine, 3 Mar. 2014,  www.harvardmagazine.com/2012/03/twilight-of-the-lecture. 

Vygotsky, Lev (1978). Mind in Society. London: Harvard University Press.