Professional Learning – Inference

Inference

How others encourage inference skills:

    • Use: “It says, I say, and so…”
    • As last week: using “could be” rather than “is”
    • “So what?” – a question that helps to extend the thinking of a learner.
    • “How does that work?” – leading to higher order thinking.
    • Tell the students they are already experts. They bring with them personal experience and knowledge of context that is unique and individual.
    • On the line, between the lines, beyond the lines…
    • Use short passages where the topic sentence is last and show the students one line of text at a time. I have them form a hypothesis (guess) based on what they read. Then I show them the next line of text. They can either keep their hypothesis or change it.
    • Theory of action – what we actually do; espoused theory – what we think we are doing. The ladder of inference is in between these aspects. The data is at the bottom of the ladder of inference, it is the things you KNOW about your class and the things that you know. Closing the gap between the two ends of the ladder is a challenge. Shared understanding is incredibly important to close this gap.
    • Building trust in schools through open-to-learning conversations
    • Teaching inference on Pinterest – some great examples inviting the audience to make an inference.
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