Deductive VS. Inductive

The Chapter Generating and Testing Hypotheses discussed two generalizations that can guide the use of hypothesis generation and testing in the classroom;

1. Hypothesis generation and testing can be approached in a more inductive or deductive manner. 

• Inductive- the process of drawing new conclusion based on information we know or are presented with.
• Inductive reasoning is a great tool to use in a math class.  The Algebra II class that I co-teach utilizes this technique rather often.  The teacher presents students with new information, and from that information (along with information that they have already mastered) they are asked to solve the problem.  Students are typically able to apply/combine previously learned concepts and new concepts to solve the problem. 
• Deductive- the process of using a general rule to make a prediction about a future action or event.  
• Deductive reasoning is used quite frequently in the science/lab setting.  Students are asked to use prior knowledge to make hypotheses on the outcome of a particular event-typically a lab.  Students are then asked to explain why/how they came up with a particular hypothesis.  They then test their hypothesis and record their results.  Finally students are asked to analyze results and compare the results to the initial hypothesis- Was your hypothesis correct?  Why/why not?...
• I don't teach/co-teach in the English setting, however, deductive reasoning is also used a lot when reading.  Students should be able to make predictions about the outcome of an event based on the information previously stated, and information that is already known. 

2. Teachers should ask students to clearly explain their hypotheses and their conclusions.

• Again, in the science/lab setting students are asked to use prior knowledge to make hypotheses on the outcome of a particular event-typically a lab.  Students are then asked to explain why/how they came up with a particular hypothesis.  They then test their hypothesis and record their results.  Finally students are asked to analyze results and compare the results to the initial hypothesis- Was your hypothesis correct?  Why/why not?...

This chapter also discussed how generating and testing hypotheses can be used in decision making.  Being a Special Educator (and a high school teacher!) I have come to realize, and accept, the fact that many high school/SPED students are very impulsive in their decision making.   This chapter suggests the following framework to help guide them through decision making tasks (This would also be great for choosing a college!!):

1. Describe the decision you are making and the alternatives you are considering. 
2. Identify the criteria that will influence the selection and indicate the relative importance of the criteria by assigning an importance score from a designated scale.
3. Rate each alternative on a designated scale to indicate the extent to which each alternative meets each criterion.  

This book gave me some really great insight, and new strategies to utilize in my classroom!  It's a great resource to keep around the office!!  I hope this is something that we can continue to study next year with the same book or a new one!