How is diction used to project informative information to the reader in the text.
How is diction used to project informative information to the reader in the text. List all connotations and denotations in the text
TEXTA Leamlng through Examples: Inductive Learning May 9. 2022, Annie Prud’homme-Gene’reux PhD htt s’ mwfacult focus corn articles caurse-cles: n-ideas Iearnin -throu h-exam les- lnductive-Iearnin Imagine that you are a first-year student in a biology coarse. The goal of today’s class is to describe the topic of biology: What is life? There are two paths to reaching that goal. Traditional path [from general principle to specific examples) Une path—the direct route—is to review the list of characteristics that experts agree living things share. As a learner, you might listen to a lecture, watch a video, or read a textbook presenting this information. You will discover. among other things, that all living things metaboiize energy lrom their environment to sustain their own activities. The information might also include illustrative examples. You might learn that humans are living, as exemplified by the fact that they eat food to extract energy that they convert into motion, heat, and chemical processes. Following this sequence—presenting the concept and then reviewing examples—you should meet the objective of describing “What is life?” Alternative path (from specific examples to general principle] Now imagine a different learning journey. When you arrive to ciass, the instructor doesn’t tell you what experts know. Rather, you start with examples. You are placed in a group and are given a list of five organisms: a donkey, a moss. an E. coli bacterium, an alga, and a cactus. You are told that these things are alive. You are also provided a list of three things and are told that they are not alive: lire. wind, and a roclt. Your task is to compare and contrast the items in each list and infer the characteristics that are common and unique to all of the living things. Your group makes hypotheses. What about the ability to extract elements from the environment to grow and make more of themselves? You test them out with the evidence available. Yes. all living things do that, but disturbingly, fire uses oxygen to grow. You explore ways in which fire’s use of oxygen to grow is different from a cactus using oxygen to do the same thing. Rich discussions arise about the meaning of “metabolism.” Once your team comes to a consensus about what constitutes living and non-living things, you share it with the ctass. You discover that other teams worked from a different set of examples and came to stightly different conclusions. The class tests each team’s hypotheses with the larger set of examples. As a class, yen decide that ‘metabolism’ is necessary. but not sufficient to classify something as “alive." Other characteristics must be present. And you work to answer the question: What is life? Inductive learning This second path. which starts from examples and asks learners to infer general principles. is called inductive learning (or sometimes, analogical learning. learning through comparison, or learning through examples]. Research suggests that it is a more robust way to learn. The understanding that arises from this approach is richer and deeper. The concepts are retained longer, and it seems to help learners with transferability —that pesky challenge of education where most learners have difficulty applying a concept to a new context, setting, or example from the context in which they originally learned it. In my own experience, using the example described above to explore “What is life?” I found that the approach elicits curiosity. triggers questions. and leads to a more nuanced understanding ofthe concept. I also observed that the struggle to understand, and the fact that learners come up with the concepts de norm on their own, leads to confidence in their ability to think. Much of formal education is deductive—we tell learners about concepts. rather than training them to rnalte observations and use their thinking to generalize and make abstractions. That’s a missed opportunity to invest in their abilities to learn by themselves.
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