Stephanie and inductive_deductive

In the Brookhart chapter assigned for this week, entitled Assessing Logic and Reasoning, the author gives definitions of both deductive and inductive reasoning.  After reading the chapter, what is your "take" on the difference between inductive and deductive types of reasoning?   As you are working on your unit of study what might be one deductive and one inductive question that you could ask your students?    Are you comfortable using these types of questions?   Have you used this type of questioning in the past?     

Amy has an assessment question

Chapter 2 of our text, How to Assess Through Higher Order Thinking Skills in Your Classroom,  wraps up with a section on student self assessment.  The author, Brookhart,  references a study in which students in a math class were given an opportunity to self assess over a long period of time.   These students experienced a significant increase in achievement after participating in the 12 week self evaluation training.  Do you use student self evaluation in your classroom?  What format do you use?   Do you think there should be a greater emphasis on using this assessment technique in all classrooms? Why?   Look forward to your input.   

Mike is posing a very direct question

Mike V.  is taking this opportunity to pose three very simple, but very important questions:    

1.   Does merit pay actually work?   


2.   Are student test scores and teacher competency related?"


3.   What is the purpose of assessment,  in your estimation.    


Choose any one of the above questions and let us hear your thoughts.    

Donna poses questions about the concept of "think big start small."

Both Ornstein (in Chapter 31) and Tomlinson and McTighe (in Chapter 10) mention this idea of  a "think big, but start small" approach to incorporating new ideas and teaching strategies into  one's classroom.    How do you interpret that statement and how does it apply to you in the classroom?    Do you agree with these  authors?    And finally, what would be your advice for  new young teachers be as they begin to ‘think big and start small”  in their own classrooms?