This is part of my ongoing series exploring how to use the strategies of The Core Six by Perini et. al. in the music room. Click here for the introduction to The Core Six in the music room series and here for the first Reading for Meaning blog post.
Inductive Learning is the process of “examining, grouping and labeling information into patterns” (27). These categories are then used to develop a hypothesis about content yet to come. The idea is to “shift from giving students information to helping students discover the relationships between the big ideas and key details” (28).
Why use inductive learning?
Inductive learning specifically teaches how to infer, it requires students to “support their thinking with high quality evidence” (28), and it forces students to use academic vocabulary to describe relationships between words or items.
This teaching strategy has several components which are simplified in the following kindergarten lesson.
Loud and Quiet Categorization Lesson Plan
Common Core Standards:
L.K.5.A Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
Core Music Standards K-8 Strand:
MU:Cr1.1.Ka With guidance, explore and experience music concepts. (loud/soft)
Students will be able to:
- Describe pictures and identify common characteristics in a set.
- Justify why a picture belongs to a specific category.
- Categorize pictures by the volume of the sounds they make.
What to say to your administrator:
Kindergarten students will use inductive reasoning to group a set of pictures of familiar items. They will use descriptive language to identify common features of the pictures to form the groups. Students will use the descriptions as evidence for why a picture belongs to a category.
In kindergarten, my first unit is on loud and quiet. I made the following group of pictures using images from openclipart.org and I made that lightening storm cloud myself.
To prep, I’ll print the images out on cardstock, cut each image out, and laminate. My plan is to use as many different colors of cardstock as we have to help keep the sets separated. Each set goes in its own zip lock. Students will work in pairs to categorize the pictures, so I’ll only need to make half of a class set.
First I will lead the class in describing the pictures, creating a group, and then labeling the category. There are several different ways we could group these pictures including instruments/non-instruments, animals/nonanimals, alive/not alive, and loud/quiet.
Changing the way we group the pictures will help the students use vocabulary to describe the pictures. First we focus on what they are and then we turn the focus to what they sound like. This process also makes it okay for students to categorize differently than their neighboring group if they can justify why. “The fish goes in the loud because Dora (from Finding Nemo) is always talking and she’s loud!” Well okay then kindergartener, good evidence.
I plan to use this in my loud/quiet unit this coming school year. I’ll let you know how it goes!