Students state a definition according to essential attributes. Testing Attainment of the Concept Students identify additional unlabeled examples as yes or no. Teacher confirms hypotheses, names concept, and restates definitions according to essential attributes. Students generate examples. Strategies Students describe thoughts.
Students discuss role of hypotheses and attributes.
Students discuss type and number of hypotheses. The model has moderate structure. Teacher controls action, but it may develop into free dialogue within phase. Student interaction encouraged. Relatively structured with students assuming more initiative for inductive process as they gain more experience with the model.