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stephanie haenni

Educational Leadership:Reimagining School:Teaching Inference - 1 views

www.ascd.org/...Teaching-Inference.aspx

shared by stephanie haenni on 15 Sep 11 - No Cached
    • Kathy Shepherd
      Kathy Shepherd on 22 Sep 11
       
      Wow - succinct in narrowing to 4 questions we can all use. Thanks, Tiff
    • Tiffany Burnes
      Tiffany Burnes on 22 Sep 11
       
      In our SS Lesson Study...we decided that instead of using those questions. We should use more student friendly questions like: 1. Question 2: It says 3: I say 4: So...
  • problem solving, decision making, and the like—have been identified as legitimate and even necessary 21st century skills.
  • it's useful to make students aware of the fact that they generate inferences all the time.
  • ...30 more annotations...
  • As students articulate their predictions, the teacher would point out that these things will not necessarily happen. Rather, students are filling in information that the story has not yet revealed. They're making inferences.
    • Tiffany Burnes
      Tiffany Burnes on 22 Sep 11
       
       Elaborative interrogation is a fairly straightforward strategy and involves three steps:   1) Read the fact to be remembered 2) Turn the fact into a why question 3) Answer the why question
  • As students articulate their predictions, the teacher would point out that these things will not necessarily happen. Rather, students are filling in information that the story has not yet revealed. They're making inferences.
    • stephanie haenni
      stephanie haenni on 22 Sep 11
       
      This is such an "ah-ha" moment for me because Tiffany and I have had multiple discussions about conclusions and predictions as inferences.  
  • make students aware of the fact that they generate inferences all the time
  • can use a simple process to guide students in analyzing the effectiveness of their inferences. It involves posing four questions drawn from what researchers call elaborative interrogation.1
    • Kathy Shepherd
      Kathy Shepherd on 22 Sep 11
       
      Sure hope the highlighting stays when I click off of the article - I don't see a save button!
  • they have just filled in information that was not directly presented to them
  • cognitive processes are foundational to higher-order thinking. Inference is one of those foundational processes.
  • they generate inferences all the time
  • predictions,
  • They're making inferences.
  • As students offer various conclusions, the teacher would point out that they are presenting their own opinions; the answers are not found thus far in the video clip. Again, the students are making inferences.
  • Question 1: What is my inference
  • Question 1: What is my inference?
  • Question 1: What is my inference?
  • Default inferences
  • a conclusion that we make about a topic on the basis of available information
  • reasoned inference
  • Question 2: What information did I use to make this inference?
  • Question 2: What information did I use to make this inference
  • guide them in articulating the premises on which they've based their inferences.
  • Although all students make inferences quite naturally, teachers can use strategies like these throughout the curriculum to help them become more thoughtful in their inferences.
  • examining the validity of their thinking.
  • With reasoned inferences, it's useful to examine both the truth of the premise and the validity of the thinking that led to the inference
  • Question 4: Do I need to change my thinking
  • help them develop the habit of continually updating their thinking as they gather new information.
  • Question 3: How good was my thinking?
  • Default inferences are automatic assumptions.
    • stephanie haenni
      stephanie haenni on 22 Sep 11
       
      I like that we can explain inferences in two separate ways.
  • a reasoned inference, a conclusion that we make about a topic on the basis of available information
    • stephanie haenni
      stephanie haenni on 22 Sep 11
       
      Second type of inference
  • What is my inference?
  • Tiffany Burnes on 15 Sep 11
     
    The Social Studies Department will be reading this article about teaching inferences and using diigo to annotate. 
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