2. DEDUCTIVE METHOD
May have started with Plato
Steps in the Deductive
& Arestotle
Method
Traditional lecture or
didactic approach
1. Preparation
To draw conclusions from 2. Presentation
accepted or already known 3. Clarification
principles, concepts,
generalizations, and theories, 4. Application
to infer from them, and to 5. Recapitulation
expand to further principles.
3. INDUCTIVE METHOD
Embodies all the principles and conditions of
learning in adult education
Summarized in Confucius’ emphatic articulation
I hear and i forget
I see and I remember
I do and I understand
4. Steps in Inductive Method
1. Setting the climate
2. Determining the learning objective
3. Doing
4. Looking, observing
5. Thinking, analyzing, reflecting
6. Generalizing, looking for insights
7. Acting
5. The Experiential Learning Cycle
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Application
ORIENTATION
INSTRUCTION
INTEGRATION
PR
EXPERIENCING
O
CE
SS
IN
G
SYNTHESIS
GENERALIZING
DATA
GATHERING
ANALYSIS
6. The Experiential Learning Cycle
Experiential learning, a phrase used interchangeably
with inductive method, underscores an oft repeated
saying that life is a continuing process of learning. This
is true, however, only when it has become automatic
for a person to look back on any experience, reflect on
its impact on and meaning for him, abstract insights
from it, and allow these insights to lead him into
action. Unfortunate the person of whom it is said “he is
closed he never learns from his experience! Only when
one allows life to be a continuous process of learning in
this way can life be claimed as continuous growth, and
surely, growth is the only sign of life.
8. Step 1: Orientation
The facilitator sets the mood with encouraging words
and eases the participants into the activity. The
activity is contextualized within the learning
objectives and /or linked to the conceptual framework
of the total program.
At the first learning module of the program, an
“icebreaker” may be used, but it should be carefully
selected to suit the participants. This is the step often
associated with “games” or fun. If the process stops
after this stage, all learning is left to chance, the cycle
is not completed, and the facilitator has not completed
the task.
9. Step 2: Instructions
The facilitator prepares the instructions and sees to
it that they are clearly heard, understood, and
carried out by the participants.
10. Step 3: Experiencing
Almost any activity that involves either self-
assessment or interpersonal interaction or any
experience of any kind, pleasant or unpleasant, can
be used as the “doing” or “experiencing”part of
experiential learning. These activities can be
carried out by individual, dyads, triads, small
group, group on-group arrangement, or large
groups. Of course, the learning objectives will
dictate both the activity and the appropriate
groupings.
11. Step 4: Data Gathering, Data Analysis
The first part of processing the experience is data
gathering. People have had an experience, and now
they are presumably ready to share what they saw
and how they felt during the event. This involves
finding out what happened within the individuals
at both cognitive and affective levels, and making
this available to the other participants by
“publishing” it through verbal sharing in small
groups and then to the big group, or by writing on
flip charts in small groups and posting them on the
wall to be viewed by the big group.
12. Step 4: Data Gathering, Data Analysis
The next step is data analysis, the systematic
examination of commonly shared experiences. This
is the group dynamics phase of the cycle in which
participants essentially reconstruct the patterns
and interactions of the activity ad publish their
reports. They study how all these tensions and
valences affected the members.
The facilitator needs to formulate carefully the
process questions and to plan how the processing
will be carried out if useful learning is to be
attained.
13. Step 5: Synthesis and Generalizing
The results of the data analysis are synthesized or put
together so that generalizations can be made about the
relevance of the activity to the everyday life of the
individual outside the training session.
Participants are led to focus their awareness on situations
in their personal or work lives similar to those in the
activity they experienced. This step makes structured
experiences practical; if it is omitted, the learning is likely
to be superficial.
At this stage the facilitator may bring in theoretical and
research finding to augment the learning. This practice
provides a cognitive framework for the learning that has
been produced inductively and validates the experience by
comparing it with the experience of other groups.
14. Step 6: Integration
The final stage of the experiential learning cycle is the
purpose for which the whole structured experience is
designed. The facilitator helps participants apply
generalization to actual situations in which they are
involved outside the training sessions. Ignoring such
discussion jeopardizes the usefulness of the learning.
Attention must be given to designing ways for the
participants to use the learning generated during the
structured experience to plan more effective behaviour in
their day to day life.
Individuals are more likely to implement their panned
application if they share their plans with others. Volunteers
may be asked to report what they intend to do with what
they learned, and this can encourage other to experiment
with their behaviour as well.
15. Step 7: Closing Remarks
Brief remarks, as opposed to long lectures, gives a
sense of ending to the structured learning
experience. If another activity is scheduled to
follow, the necessary linking mechanics are done at
the step.
