Concepts of deductive and inductive learning
Two very separate and contrasting instructional methods are inductive and deductive. Both methods can deal definite benefits, but the chief dissimilarity is the role of the teacher. In a deductive tutorial room, the teacher conducts lessons by presenting and explaining concepts to students, and then supposing students to complete tasks to practice the concepts; this methodology is teacher-centred. On the other hand, inductive instruction is a much more student-centred methodology and makes use of approach known as ‘noticing’. Instead of amplification of a given concept and following explanation with examples, the teacher benevolences students with many examples presenting how the concept is used. The intent is for students to “notice”, by way of the examples.
What is deductive instruction?
According to Bob Adamson, “The deductive method is often criticized because it teaches grammar in an isolated way and little devotion is paid to meaning. Practice is often mechanical.” This technique can, however, be a practical option in certain situations; for example, when dealing with highly encouraged students, teaching a mainly difficult concept, or for preparing students to write exams. Deductive methodology is a boring way for the teaching grammar that deductive approach is a teacher focused method and students don’t talk in the classroom
The use of the third conditional is explained to learners, and then they have a gap-filing exercise to complete, and then formulate their own examples. In the classroom, the deductive approach may be proper with lower level learners who want a clear base from which to start with a new language item, or with learners who are comfortable to a more traditional method and so who lack the training to find rules themselves.
What is inductive instruction?
The inductive teaching methodology is a sort of learning that focuses on the student. For example, an instructor might use or show a few examples of a grammar topic in English and then inquire students what they notice. In many cases, the grammar point might be presented by only engaging the students in a directed conversation to slowly present it. The teacher guides the students to notice the grammar pattern, and explicitly exposes them to it.
I prefer inductive approach I have found that this technique is effective because it boosts participation, which helps activity to be more motivating. The more interesting an activity is, the simpler it is to get students engrossed and involved in the lesson. The inductive teaching process is also effective for developing perceptual and observational skills.
I write on the board examples of simple present and simple past sentences and then ask the students what differences they see in the sentences. The students discuss the differences and try converting some simple sentences from present to past on their own. Finally, I explain the rule for converting sentences from past to present.
Inductive teaching takes more time than deductive; many educators agree it is a very effective method in the long run. Benefits include:
• Student collaboration and participation.
• Students depend on their critical thinking to figure out the language.
• Students get profound understanding of the language.
inductive teaching method is my favorite strategy to use with kids. It’s an outstanding way to teach notions and generalizations. It’s also a real way to motivate students as this teaching method encourages participation; it has the potential to involve the maximum number of students as possible in the activity. Although the example offered here focused on language arts, the inductive teaching method is best for any subject area, at any grade level. It needs “thinking on your feet,” but you ARE a teacher. And teachers, by definition, are mainly good at that.