Inductive learning in LAMS

Inductive learning is essentially a reversal of the standard deductive learning. So instead of presenting theory or rules that explains a concept, inductive learning flips it around by providing students with examples that students use to create generalisations and hypothesis to figure out the theory and rules.

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One can say that there are a number of teaching strategies based on inductive learning. Some examples can be: inquiry learning, problem-based learning, project-based learning, case-based teaching, team-based learning, discovery learning and just-in-time teaching -all of which are supported in LAMS. These methods have many features in common, besides the fact that they all qualify as inductive. They are all learner- centred, meaning that they impose more responsibility on students for their own learning than the traditional lecture-based deductive approach does.

However, at times you might not want to use a full PBL or CBL learning design, but just a simple and concrete inductive exercise to run in a blended or online environment with your student.

Take a look at this example by Jennifer Gonzalez at Cult of Pedagogy:

In this example the steps are quite simple

1. Get animal cards (examples) for students to classify according to traits/characteristics what they think will be important for scientists to study. These is done in teams.
2. Have students in their teams classify the animals based on an relevant criteria.
3. Have students write the generalisations and their classification hypothesis (ie: We are grouping animals by size allows scientist to measure animals’ dietary needs and predict when our planet will run out of room.)
4. Once they submit their hypothesis and classification, let other teams of students see each others work and allow teams to give each other’s feedback and rate their work. This is actually not in Gonzalez example, but this enhanced the inquiry process.

Animal Classification Lesson

Let’s look at the learning design example in LAMS

Inductive learning in LAMS

Outline of Activities:

1. Introduction to the activity [Noticeboard]
   A simple introduction to the tasks ahead.
2. Team grouping
   In this case, we set 4 randomly allocated teams. But you can choose any criteria you prefer.
3. Presentation of the cards and classification [using doKu tool]
   We present the 20 animal cards and ask the students to choose a criteria to classify animals that they believe would be most useful for scientists to study animals. After they create their classification, justify their criteria and define their labels, they will begin the gallery walk -where they will be able to see other teams’ classification criteria, provide comments to other teams and rate each teams’ work.

Afterwards, we suggest teachers (as facilitators) have a discussion with all teams where they review each teams’ classification criteria as well as their feedback.

Preview this learning design as a student lesson:

Begin lesson

For a step by step run of the learning design or to download it and adapt it to your own teaching, take a look at this card:

Animal traits - Inductive learning

Alternative learning design

Now, additionally, if you believe after the initial classification presented by each student group, students are still not close to the classifications you want them to have, then this learning design adds a second classification using the LAMS’ mindmap tool.

Animal classification with a second attempt

Outline of Activities:

Same as the previous activities, but now we add a four activity: Mindmap.

4. A new way for the students to brainstorm student classification.

Preview this learning design as a student lesson:

Begin lesson

For a step by step run of the learning design or to download it and adapt it to your own teaching, take a look at this card:

Animal traits - Inductive learning (2 classifications)