: Differentiate between inductive and deductive reasoning? Share an example of both as well.
Note: Follow
the format given below:
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Deductive mode of presentation
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Inductive mode of presentation
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1. Involves using logic to
arrive at a specific conclusion base on a generalization or premise
·
General to specific.
·
This mode starts with general statement, theory or hypothesis and at the end conform hypothesis
·
Work its way down to a conclusion based on evidence.
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1. Involves using the
specific observations and measurement
·
Specific to general
·
it can starts with a small question
·
It starts with data/ information. Then infer conclusion from the data.
·
Works its way to a theory by examining the related issues.
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2.
·
The laws are given in this mode
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Student depends on others to be told laws
·
It is Teacher oriented mode
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This mode save time
·
No freedom to learn. Student does as he is told
·
If all the premises are true the conclusion of deductive arguments must
be true.
·
If new premises are added to a valid deductive reason( and none of its
premise are changed or deleted) the argument remains valid
·
Deduction is erosion- proof
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2.
·
The laws are drawn out in this mode
·
Students himself discover laws
·
It is student oriented mode
·
This mode time consuming
·
The students are independent to learn in this mode
·
Data is more, greater the probability of the conclusion being true.
·
New premises may completely undermine a strong inductive reason.
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Induction is not erosion- proof
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3.
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This mode tends to do quantitate research.
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Deductive reasoning is function of certainty.
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It involve learning by imitation
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It is unscientific mode of presentation
·
It is fast speed mode of presentation but the learning by it is
temporary
·
It is useful for higher classes
·
In this mode the teacher does not have to work hard as readymade
content are available.
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3.
·
This mode tends to do qualitative research.
·
Inductive reasoning is always a function of probability
·
It develop the power of
observation, judgment and experience in the students
·
It is a scientific mode of presentation
·
It is slow speed mode of presentation but the learning by it is permanent
·
This mode is interesting and simple for little students
·
In this mode the teacher has to work hard to organize learning
material.
|
|
Example:
·
All birds have feathers.
Parrots are birds
Therefore parrots have feathers.
·
Good students pass exams.
Ali is a good student.
Therefore Ali will pass his exams.
·
All fruits grow on trees
All mangos
are fruits
Therefor mango grow on trees
|
Example:
·
A football falls to the ground when dropped from a height of 20 feet.
Ø
A meatball falls to the ground when dropped from the height of 10 feet.
Ø
An olive falls to the ground when dropped from a height of 2 feet.
Ø
All objects fall to the Earth’s surface when dropped.
·
All organisms are made of cells- based on years of findings from
biologists. .
|
Question No. 2: What
is Information Processing Theory? Share four ways to increase space in
students’ working memory?
Solution:
Information
Processing Theory
It is a seeks to
understand how people acquire new information, how they store information and
recall it from memory and how what already know guides and determines what and
how they will learn. The basic idea of
this theory is that human mind works like computer or information processor. According
to this theory people gather information from the senses (input) and store it
in their memory. Then processed the information by the brain and finally brings
about a behavioral response (output).
According to IPT
nothing is learnt unless it is in long term memory. Working memory is our
conscious memory. A means used to learn and remember
knowledge. There are so many strategies out
there for teachers and students to use to help the learning process
1.
Make instruction straight forward & encourage student to
repetition. Present instruction in
clear, concise language and divide the instruction into short phrases or steps.
Provide the only simple instruction at a time will help students to remember what
they are doing. Provide reminders and ask student repetition for instructions.
Incorporate reputation as much as in class activity will help to support the
students for increase the space of their working memory. Repetition also helps
to develop the ability of automatic learning in students.
2.
Help the student for summarizing in own words: Also consider in corporative summarizing into the lesson. Follow
up lesson or sets of instruction with the clear summary help to increase the
space in students working memory. When students tried to use
elaborative rehearsal by creating brief summaries in their own words of the
lesson in each section, this practice will helpful for them to better committed
what they are reading to memorize.
Because this activity for learning requires more cognitive effort than
simply regurgitating or copying key pieces of information verbatim from the
text. Therefore encourage the students to generate
their own summarizes, this help to determine that they have fully understanding
the material or not.
3.
Request Student to ask question for clarification: Teacher should invite the students for the construction of
questions in classroom. Students definitely think a lot when they get involve
in constructing questions which are not in the textbook but related to the
text. Construction of the questions is very important skill for the students’
in their long life. Because questioning is very important tool for learning. It
helps to take information from working memory to long term memory. Therefore
always encourage the students to ask the question for clarification with they
are having trouble in understand.
4.
Incorporate multiple modalities: similarly incorporate multiple modalities into the lesson with the
activities can also be effective. Summating fable instruction with picture,
gestures and written instruction for instance can help to support the student
to increase space in working memory. When material you are verbally delivering is summating with
other modalities the student that has less retaining memory because of these
instructions also support. Incorporating multiple modalities into activities
can also be effective. As multiple modalities activities involves simulates
multiple sensory systems in providing enrich learning experiences. But just be
careful that providing multiple modalities can turn the normal activity into
more complexes. Because the purpose of using multiple modalities is to support
student learning, not challenge to further.
And
5.
Classification or break down task into smaller components: breaking down task into smaller components can also be useful
strategies to supports to students for improve working memory. Therefore break
big chunks of information into small, bit-sized pieces and focus on one or two
of them before moving on to the next instruction like solving math subject
problems. It is useful strategy to support the students. The student with the
shorter working memory deafer are likely to perform better in tasks that impose
a smaller learns cognitive resource. So minimize the amount of information that
child keeps in working memory.
References:
EDU
301 handouts and lectures and EDU 601 lectures and handouts
Google,
Wikipedia, yahoo search and improve working memory articles
https://www.google.com.pk/search?rlz=1C1CHBF_enPK777PK777&ei=7V4eW67iCorgUsyxkOAH&q=sunlight+plant+growth+experiment+by+the+inductive+or+deductive&oq=sunlight+plant+growth+experiment+by+the+inductive+or+d&gs_l=psy-ab.1.0.33i21k1j33i160k1.9150.20145.0.23162.28.24.1.0.0.0.460.3982.2-2j6j3.11.0....0...1c.1.64.psy-ab..17.11.3621...0i22i30k1j33i22i29i30k1.0.7n5uCjlzKx0
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