INFERENCES
The ability to infer, or make predictions, is a foundational skill that is imperative to learning in every subject area. This builds upon a student's observational skills (context clues) and critical thinking ability.
One simplified model for teaching inference includes the following assumptions:
We need to find clues to get some answers.
We need to add those clues to what we already know or have read.
There can be more than one correct answer.
We need to be able to support inferences.
Marzano (2010) suggests teachers pose four questions to students to facilitate a discussion about inferences.
What is my inference?
This question presents the opportunity to explain the concept, and for students to test their skills.
What information did I use to make this inference?
Another important point to emphasize is that inferences must be backed by information in the story, or altered to fit new information.
How good was my thinking?
Once students have identified the premises for their inferences, they can examine the validity of their thinking.
Do I need to change my thinking?
The final step in the process is for students to evaluate their thinking. Without invalidating students' original predictions, encourage discussion about how to effectively use context clues and other knowledge to make inferences.