Reflecting on the Inductive Model

This week highlighted the Inductive Model of teaching and Inquiry Based Learning. My undergrad was not in teaching and so I am very new to the world of instructional strategies. What I have learned has been over the past years and I was able to put it into action in the classroom through SPU’s ARC program. With that said, I have studied Inquiry Based Learning, but this was my first time learning about the Inductive Model. I found it to be a very interesting approach to teaching and I see how easily students could respond positively to it. The focus is not to give students information, but instead for them to discover it. Dell’Olio and Donk (2007) state, “…the teacher is to continue asking students questions to facilitate their thinking, as opposed to providing praise for the ‘right’ answers” (p.160). This model truly allows for an in depth understanding of the subject matter because students are not memorizing information, they are asking questions that lead them to answers.

In my video production classes, I easily see where the inductive approach could come into play because of the flexibility of it’s nature (Dell’Olio and Donk (2007, p. 175). I do not want to tell students how to be good cinematographers, because the outcome is that students just figure out what not to do. The Inductive Model would lead them down a path where they discover how to use their own eyes as a lens to frame their shots. I think it lines up well with the words of Charlotte Mason, “When children are taught a bit of this and a bit of that, there is no continuity. Fragments of knowledge float around with nothing to connect them” (2004, p. 1). If we want our students to truly learn, then there needs to be continuity in the teaching that expands into their everyday lives. In our small group discussion this week, I saw both sides of the argument to support Charlotte Mason’s model. I agree that students need to really have time to evaluate the information that they are learning in the classroom for it to actually sink in. Unfortunately, there can be too much content squished into curriculum to allow for that so it leaves me thinking, how do I make sure that there is continuity in my curriculum?