1. Inductive Learning

2. Inductive Learning is a powerful strategy for helping students deepen their understanding of content and develop their inference and evidence gathering skills. In an Inductive Learning lesson students;  examine, group, and label specific “bits” of information to find patterns.  develop a working set of hypotheses about the content to come.  collect evidence to verify or refine their hypotheses.

3.  Inference  Evidence  Academic Vocabulary

4.  This is the foundational process that underlies higher-order thinking and 21 st century skills. (Marzano 2010)  The Inductive learning strategy emphasizes the sub-processes by having students: o examine information closely o look for hidden relationships o generate tentative hypothesis o draw conclusions not explicitly stated  The first Reading Anchor Standard requires students to “make logical inferences”. Inference

5.  The description of college and career readiness, as well as several anchor standards and grade–specific standards, all require students to support their thinking with high-quality evidence.  In an inductive learning lesson, students must actively seek out information to support their hypotheses, as well as collect and consider evidence that runs counter to their hypotheses, leading to a stronger, more refined hypotheses. Evidence

6.  Inductive Learning goes beyond just learning academic domain-specific words and phrases. It forces students to search for key attributes and relationships among the words.  Students use the relationships discovered to organize all of the terms into a schema that suggests the larger structure of the content. Academic Vocabulary

7.  Identify and distribute key words, phrases, items, problems, or images from a reading, lecture, or unit. (make sure students understand terms)  Model the process of grouping and labeling terms.  Have students analyze the items and explore the different ways they can group them. Encourage flexible thinking and consolidating smaller groups of words into larger groups.  Students devise a description label for each group of words.  Have students use their labels and word groupings to make several predictions or hypotheses about the reading, lecture or unit. As the students read the text, listen to the lecture, or participate in the unit, ask them to search for and collect evidence that supports or refutes their predictions. Students should use the three-column Support/Refute Organizer.  Ask students to reflect on the ILP and discuss what they learned from it.  Over time, teach students to generalize and conceptualize by using the ILP.

8.  Key Words/Concepts  Counter-clockwise  Andrew  Fefa  Air pressure  Barometer  200 feet deep  Cyclone  Hugo  Typhoon  Floyd  Hurricane  Saffir-Simpson Scale  NOAA  Meteorologist  Clockwise  Dropsonde

9.  Help students generate ideas related to a topic.  Ask students to group items together into three or four groups.  Ask students to imagine that each group will serve as the basis for a paragraph. Students create a topic sentence for each group of words.  Ask students to sequence the groups and topic sentences.  Have students produce a first draft.  Provide students with opportunities to assess and improve drafts.  Give students time to reflect on the essay-writing process.