Introduction to Deductive Method of teaching

2. 
A deductive approach to teaching
language starts by giving learners rules,
then examples, then practice. It is a
teacher-centred approach to presenting
new content. This is compared with an
inductive approach, which starts with
examples and asks learners to find
rules, and hence is more learner-
centred.
-: Introduction :-

3. Here the learner proceeds from genera to
particular, abstract to concrete and
formula to example.
The teacher announces the relevant
formula or definition.
The pre-constructed formula, or
definition is explained to the students
and they are asked to solve the problem
with the help of that formula. The
formula is accepted by the learner as a
well-established truth.

4. Deductive approach to instruction is
more teacher centered approach.
Deductive approach represents a more
traditional style of teaching in that
grammatical structures or rules are
dictated to the students first. Thus, the
students learns the rules and apply it only
after they have been introduced to the
rules.
A deductive approach starts with
presentation of a rule and is followed by
example in which the rule is applied.

5. 
 Teacher- dominated approach.
 It begins with the abstract rule, generalization,
principle and ends with specific examples and
concrete details.
 Cover a wide scope of subject matter.
 Learning is passive process, the learners do not take
part in the generation of conclusion or
generalization.
 Drill or exercises come after the explanation of the
rule or principle.
Objectives

6.  It can be more effective with students of a higher level.
 It can be time saving.
 A number of direct practice examples are immediately
given.
 A number of rule aspects can be more simply and clearly
explained than elicited from examples.
 It glorifies memory, as the students have to memorize a
considerable number of formulas and definition.
 It enhances speed and efficiency in solving problem.
 During practice and revision stage, deductive method is
adequate and advantageous.
Advantages

7.  The learners are more engaged in teaching learning
process. The learners formulate the generalization or
rule.
 Learning becomes more interesting at the outset
because teaches begin with the experiences of the
students. Teacher begins with what they know.
 It helps the development of the learners’ higher
order thinking skills. To see patterns and analyze the
same in order to arrive at generalizations requires
analytical thinking.
Advantages

8. 
 It is very difficult for a beginner to understand an abstract
concept if it is not proceeded by a number of concrete instances.
 Here memory is more important than understanding and
intelligence.
 The students can not become active learners.
 It is not suitable for the development of thinking, reasoning and
discovery.
 Lack of students’ involvement and struggle for understanding.
 This method will demand blind memorization of a large
number of formulae. And this will cause an unnecessary and
heavy burden on the brain of children.
Disadvantage

9. 
 To find the body pats of animal that if it has a
backbone.
 Teacher will say: the dog has a backbone. The fish,
frog and cow also have a backbones.
 Then the students will conclude that: the dog, fish,
cow and frog are vertebrates.
Application

11.  Name: Mamoona Saleem
 Class: 1-2
 Introduction (5 Minutes)
 Time:45 min
 Selected Chapter: living and non-living things
 1. Objectives
• General:
Concept must be clear about the meaning of living things and non-living
things.
• Specific:
Student must be able to understand and recognize the difference between
them and able to recognize them from their surroundings.
 2. Aids and appliances relating to topic:
White board, markers, charts about living and non-living things, dusters,
and models of some general things from children’s environment for
demonstration.
 3. Preparation:
• Announcement of Topic “Living and Non-living things”.
• Perform an activity in which student name them which are
present in the class.
• Questioning about non-living things which students can
touch.

12. • Ask children to guess whether they are
living or non-living things and in the same way make
them to think and tell about different objects.
Presentation (25 minutes)
Matter narration:
Teacher’s activity Student’s activity
 Recitation method
 Bb work.
 Use provided aids (Board
markers, charts and
models) to teach the
selected topic.
 Deductive method.
 Students will answer
the asked questions.
 Students do proper use
of aids provided in the
class.
 Should be silenced and
concentrate on what
teacher is teaching.

13.  Using deductive method:
Teacher;
Step 1: We people can breathe, grow and reproduce our
beings, so as plants and animals. Chair, wall and
building like things can neither breathe nor grow and
cannot reproduce their beings also.
Step 2: Those things which can breathe, grow and
reproduce are called living things and those which
cannot are called non-living things.
Step 3: Now tell me are we living things or non-living
things?
(Then children will tell me that we are living things.
After this I will ask about some more things from their
daily life)

14.  Evaluation (10 minutes)
Teacher’s activity Student’s activity
 Assignment (5 minutes)
Find more living and non-living things. Write them in a
table. Make drawings of 3 living and non-living things
respectively.
 Asking the following
questions:
 “What was the topic name we
discussed today in class?”
 “How can we recognize them
in our life?”
 “Name some of some of
living and non-living on your
room?”
 “What is the main difference
between them?”
 Answer the asked questions:
 “Living and Non-living things.”
 “Those things which breathe and grow
are living and those which don’t
breath and grow are non-living
things.”
 “We (students and teacher) are living
things. Board, chair, table, books, etc.”
 “They transfer our information to
computer and give us our results.”