Standards Assessed: 1,2,6
The Many Forms of Reasoning
Carrie L. Grome
Lesley University
ECOMP 6102
Summer Quarter, 2009 Cumming, GA
The Many Forms of Reasoning
Carrie L. Grome
Lesley University
ECOMP 6102
Summer Quarter, 2009 Cumming, GA
Abstract
In this paper, one will understand the seven forms of reasoning as described by Richard Stiggins in his book. The reader will also learn different ways to teach and asses said forms of reasoning. Finally, the reader will see how Stiggins’ forms of reasoning compare to Robert Marzano’s views.
In this paper, one will understand the seven forms of reasoning as described by Richard Stiggins in his book. The reader will also learn different ways to teach and asses said forms of reasoning. Finally, the reader will see how Stiggins’ forms of reasoning compare to Robert Marzano’s views.
The Many Forms of Reasoning
There are several different forms of reasoning as outlined in Richard Stiggins’ book, Student Involved Assessment FOR Learning. These forms include analytical reasoning, synthesizing, comparative reasoning, classifying, inductive and deductive reasoning and evaluative reasoning. There are also many comparisons that can be made to Stiggins’ ideas on reasoning by Robert Marzano. If all students come to school as thinkers, then it is our job as educators to “help [students] learn to focus and structure their thinking into reasoning.” (Stiggins, 2005, p.48).
One form of reasoning is analytical reasoning. Analytical reasoning can be defined as “[drawing] inferences about the component parts of something: its ingredients, how they fit together and how they function as a whole” (Stiggins, 2005, p.49). This type of reasoning can be taught by doing a whole group author study and creating an analysis on the characteristics most often found in a particular author’s differing stories (i.e. Eric Carle). Analytical reasoning can then be assessed by assigning an author to a small group of students (or individuals), allowing them to read multiple stories by that author, and then analyze and report on the common characteristics found in said author’s stories.
Another form of reasoning is synthesizing. This can be defined as having students gather analysis of a given subject and then having “them pool or synthesize these into a set of generalizations” (Stiggins, 2005, p.50). This could be taught by studying the characteristics of haiku poetry and then could be assessed by having the students compose their own haiku.
Also, there is the form of reasoning known as comparative reasoning. It can be defined as “the process of figuring out or inferring how things are either alike or different” (Stiggins, 2005, p.50). This can be taught by doing a study on the Creek and Cherokee Indians and creating a whole group Venn Diagram on what they have in common, where they differ and how they are alike. This type of reasoning can be assessed by have the students do a Venn Diagram comparing two or more topics at the end of any given unit.
Yet another form of reasoning is classifying. Classifying can be defined as categorizing information, by “first [knowing] the defining parameters of each category and the attributes of those things we are classifying” (Stiggins, 2005, p.51). This type of reasoning can be taught by teaching the qualities of nouns, verbs, and adjectives. Once students are able to define what comprises a noun, verb, or adjective, this form of reasoning can be assessed by giving students a variety of words to cut out and then paste in the appropriate column labeled noun, verb, or adjective.
Inductive reasoning is another form of reasoning not to be missed. It is defined when one “[infers] principles, draw conclusions, or glean generalizations from accumulated evidence” (Stiggins, 2005, p.51). Inductive reasoning can be taught by studying the “recipe” for fables and can be assessed by having students generalize the lesson that is taught by a given fable.
Deductive reasoning is “when we apply a general rule or principle to find the solution to a problem… [traveling] from the general to the specific” (Stiggins, 2005, p.52). This type of reasoning can be taught by studying different genres of writing and can then be assessed by having students identify the genre of a given piece of literature.
Lastly, evaluative reasoning must be discussed. Evaluative reasoning can be defined as “when we apply certain criteria to judge the value or appropriateness of something” (Stiggins, 2005, p53). This type of reasoning can be taught by teaching students particular traits to look for in their writing. It can be assessed through the use of a writing portfolio and a rubric which students use to evaluate the quality of their own writing based on the traits they have earlier mastered.
Stiggins’ views on reasoning have many similarities and differences when compared to Robert Marzano. Both researchers agree “that thinking and reasoning should be reinforced in the context of authentic tasks within their content area” (Marzano, 1998, p.271-272). They also agree that it is imperative for educators to systematically design their lessons and curriculum around the forms of reasoning in order to explicitly teach students how to reason (Marzano, 1998). However, the two researchers differ in their categorization of the forms of reasoning themselves. Where Stiggins outlines his six forms (seven if you break inductive and deductive reasoning apart), he maintains that “Robert Marzano details his patterns of reasoning in terms of analysis, classification, inductive reasoning, and deductive reasoning” (Stiggins, 1995, p.4).
In conclusion, thinking and reasoning are critically important skills for educators to teach to their students - the future of our society. It is incumbent upon all educators to “help them learn to focus and structure their thinking into reasoning” (Stiggins, 2005, p.48).
One form of reasoning is analytical reasoning. Analytical reasoning can be defined as “[drawing] inferences about the component parts of something: its ingredients, how they fit together and how they function as a whole” (Stiggins, 2005, p.49). This type of reasoning can be taught by doing a whole group author study and creating an analysis on the characteristics most often found in a particular author’s differing stories (i.e. Eric Carle). Analytical reasoning can then be assessed by assigning an author to a small group of students (or individuals), allowing them to read multiple stories by that author, and then analyze and report on the common characteristics found in said author’s stories.
Another form of reasoning is synthesizing. This can be defined as having students gather analysis of a given subject and then having “them pool or synthesize these into a set of generalizations” (Stiggins, 2005, p.50). This could be taught by studying the characteristics of haiku poetry and then could be assessed by having the students compose their own haiku.
Also, there is the form of reasoning known as comparative reasoning. It can be defined as “the process of figuring out or inferring how things are either alike or different” (Stiggins, 2005, p.50). This can be taught by doing a study on the Creek and Cherokee Indians and creating a whole group Venn Diagram on what they have in common, where they differ and how they are alike. This type of reasoning can be assessed by have the students do a Venn Diagram comparing two or more topics at the end of any given unit.
Yet another form of reasoning is classifying. Classifying can be defined as categorizing information, by “first [knowing] the defining parameters of each category and the attributes of those things we are classifying” (Stiggins, 2005, p.51). This type of reasoning can be taught by teaching the qualities of nouns, verbs, and adjectives. Once students are able to define what comprises a noun, verb, or adjective, this form of reasoning can be assessed by giving students a variety of words to cut out and then paste in the appropriate column labeled noun, verb, or adjective.
Inductive reasoning is another form of reasoning not to be missed. It is defined when one “[infers] principles, draw conclusions, or glean generalizations from accumulated evidence” (Stiggins, 2005, p.51). Inductive reasoning can be taught by studying the “recipe” for fables and can be assessed by having students generalize the lesson that is taught by a given fable.
Deductive reasoning is “when we apply a general rule or principle to find the solution to a problem… [traveling] from the general to the specific” (Stiggins, 2005, p.52). This type of reasoning can be taught by studying different genres of writing and can then be assessed by having students identify the genre of a given piece of literature.
Lastly, evaluative reasoning must be discussed. Evaluative reasoning can be defined as “when we apply certain criteria to judge the value or appropriateness of something” (Stiggins, 2005, p53). This type of reasoning can be taught by teaching students particular traits to look for in their writing. It can be assessed through the use of a writing portfolio and a rubric which students use to evaluate the quality of their own writing based on the traits they have earlier mastered.
Stiggins’ views on reasoning have many similarities and differences when compared to Robert Marzano. Both researchers agree “that thinking and reasoning should be reinforced in the context of authentic tasks within their content area” (Marzano, 1998, p.271-272). They also agree that it is imperative for educators to systematically design their lessons and curriculum around the forms of reasoning in order to explicitly teach students how to reason (Marzano, 1998). However, the two researchers differ in their categorization of the forms of reasoning themselves. Where Stiggins outlines his six forms (seven if you break inductive and deductive reasoning apart), he maintains that “Robert Marzano details his patterns of reasoning in terms of analysis, classification, inductive reasoning, and deductive reasoning” (Stiggins, 1995, p.4).
In conclusion, thinking and reasoning are critically important skills for educators to teach to their students - the future of our society. It is incumbent upon all educators to “help them learn to focus and structure their thinking into reasoning” (Stiggins, 2005, p.48).
References
Marzano, R. (2005). What are the general skills of thinking and reasoning and how do you
teach them? The Clearing House, 71(5), 271-272. Retrieved June 28 from ProQuest.
Stiggins, R. (2005). Student-involved assessment FOR learning, Fourth Edition. Upper
Stiggins, R. (2005). Student-involved assessment FOR learning, Fourth Edition. Upper
Saddle River, NJ. Assessment Training Institute.
Stiggins, R. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 4.
Retrieved June 28 from ProQuest.
.
Stiggins, R. (1995). Assessment literacy for the 21st century. Phi Delta Kappan, 77(3), 4.
Retrieved June 28 from ProQuest.
.
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