Module 4. 2.

INVENTION

HOW TO TEACH INVENTION

1. HELP STUDENTS UNDERSTAND INVENTION

see how to…

2. GIVE STUDENTS A MODEL OF INVENTION

see how to…

3. CREATE OPPORTUNITIES TO PRACTICE IT

see how to…

4. GIVE A GRAPHIC ORGANIZER

see how to…

5. USE TEACHER-STRUCTURED TASKS

see how to…

6. USE STUDENT-STRUCTURED TASKS

see how to…

HELP STUDENTS UNDERSTAND

INVENTION

generate with students a list of inventions that

have significantly influenced society and their own
lives and discuss about them.

present the definition of invention

emphasize that successful inventions are unique;

have some value; are of use

explain to students the distinction between

problem solving and invention

problem solving - constraints are in the situation itself;

invention – the inventor impose own standards

GIVE A MODEL OF INVENTION

STAGE 1 . CHOICE
STAGE 2 . DRAFTING

STAGE 3. REVISING

GIVE A MODEL OF INVENTION

CHOICE

Step 1. Identify a situation you want to improve

or a need to which you want to respond.

Step 2. State your purposely or goal, write or say

it several times in several different ways to
look at it from
different perspectives.

GIVE A MODEL OF INVENTION

DRAFTING

Step 3.
Identify specific standards for your invention. What
specifically do you want it to do?

Step 4.
Make a model, sketch, or outline of your invention.

Step 5.
Start developing your product. Keep looking for
alternatives and even better ways of creating your
product. Don’t be too easily satisfied.

Step 6.
Occasionally set your partially completed product
aside so you can be more objective when you
return
to it.

GIVE A MODEL OF INVENTION

REVISING

Step 7. Keep going over your invention with

attention to detail.

Step 8. Stop when you have reached a level of

completeness consistent with the norms
and
standards you have set.

CREATE OPPORTUNITIES TO PRACTICE

IT

give clear examples using a think-aloud technique

involve students when possible

provide students with opportunities to practice

the steps with products and processes not
necessarily linked to academic content

discuss each of the steps as students progress

post the steps on a wall chart

GIVE A GRAPHIC ORGANIZER

NEED:

STANDARDS
:

DRAFT

DRAFT

DRAFT

INVENTION:

CHOIC
E

DRAFT AND
REVISE

USE TEACHER-STRUCTURED TASKS

Clearly state the purpose of the invention.

Clearly identify the standards that the invention should

meet.

Provide access to the necessary materials and information

to develop the invention.

Provide extensive feedback as students are developing a

model, sketch, or outline of the invention.

Monitor students closely as they are developing and

producing their invention.

Encourage or, when appropriate, push students to revise the

invention until it meets the standards that have been
identified.

USE STUDENT-STRUCTURED
TASKS

Suggest a topic related to your content that include a situation in

which students could identify an unmet need.

Ask students to identify the unmet need or something to improve.

Ask students to state clearly the purpose of their invention.

As students identify the standards for their invention, provide

feedback only on the clarity and rigor of their standards.

As students create a model, sketch, or outline of the invention,

provide minimal feedback.

While students are working on creating their process or product,

ask questions that will help them maintain a focus on their original
purpose and standards.

Encourage and reinforce students as they are revising their

inventions.