2019 inductive versus deductive teaching methods.pdf

INDUCTIVE VERSUS DEDUCTIVE
TEACHING METHODS
29 APRIL 2019
@CReATE, Alor Gajah Melaka
Rohaya Talib
School of Education FSSH
PhD (Measurement & Evaluation)
M.Ed (Measurement & Evaluation)
BBA (Accounting)

Deductive learning= conclusion → observation
Inductive learning= observation → conclusion

Inductive Teaching (also called as discovery teaching /
inquiry teaching) is based on the claim that knowledge
is built primarily from the learner’s experiences and
interactions with phenomena.
The teachers will expose students to a concrete
instances of a concept while learners are encourage to
observe patterns, raise questions, and make
generalization from their observation

Inductive Teaching (also called as discovery teaching /
inquiry teaching)
Inductive teaching makes use of student “noticing”.
Instead of explaining a given concept and following this
explanation with examples, the teacher presents students
with many examples showing how the concept is used.
The intent is for students to “notice”, by way of the
examples, how the concept works.

Deductive Teaching (also called as direct teaching) is
based on the idea that highly structured presentation of
the content creates optimal learning for students.
The teachers will present a general concepts by first
defining it and then providing examples / illustration
that demonstrate the idea.
Students are given opportunities to practice with
teachers guidance and feedback until they achieve
mastery.

Deductive Teaching (also called as direct teaching)
A deductive approach to instruction is a more teacher-
centered approach. This means that the teacher gives the
students a new concept, explains it, and then has the
students practice using the concept.

How can a teacher decide which method is the best choice
for a given topic?
• Students will usually be more
involved in the learning experience
and tend to participate more actively
when an inductive approach is
used.
• If a deductive approach is chosen, it
is important to structure the
learning experience in order to
draw on students' prior experiences
and learning, and to provide for their
active involvement.
Personalized
Learning

for a given topic?
• The deductive approach is
more predictable because the
teacher selects the information
and the sequence of
presentation.
Predictability

for a given topic?
• Students tend to understand
and remember more when
learning occurs inductively.
Depth of
Understanding &
Rate of
Retention

for a given topic?
• The deductive approach is
faster and can be an
efficient way to teach large
numbers of facts and
concrete concepts.
Time Available

SKILLS FOR THE 21ST CENTURY: TEACHING HIGHER-ORDER
THINKING
What are we talking about when we talk about ‘higher-order thinking’?
Brookhart (2010) identifies definitions of higher-order thinking as falling
into three categories:
(1) those that define higher-order thinking in terms of transfer,
(2) those that define it in terms of critical thinking, and
(3) those that define it in terms of problem solving.
http://www.curriculum.edu.au

THINKING
In the category of transfer, Anderson, Krathwohl et al (2001) define
transfer in how it differs from retention: Two of the most important
educational goals are to promote retention and to promote transfer
(which, when it occurs, indicates meaningful learning) … retention
requires that students remember what they have learned, whereas
transfer requires students not only to remember but also to make
sense of and be able to use what they have learned.

THINKING
The critical thinking category includes definitions that refer to
‘reasonable, reflective thinking that is focused on deciding what to
believe or do’ (Norris & Ennis, 1989) and ‘artful thinking’, which
includes reasoning, questioning and investigating, observing and
describing, comparing and connecting, finding complexity, and
exploring viewpoints (Barahal, 2008).
In critical thinking, being able ‘to think’ means students can apply
wise judgment or produce a reasoned critique. The goal of teaching
is then to equip students to be wise by guiding them towards how to
make sound decisions and exercise reasoned judgment. The skills
students need to be taught to do this include: the ability to judge the
credibility of a source; identify assumptions, generalisation and bias;

THINKING
In the problem-solving category Brookhart provides the following
definition: A student incurs a problem when the student wants to reach
a specific outcome or goal but does not automatically recognize the
proper path or solution to use to reach it. The problem to solve is how
to reach the desired goal. Because a student cannot automatically
recognize the proper way to reach the desired goal, she must use one
or more higher-order thinking processes. These thinking processes
are called problem solving (Nitko & Brookhart, 2007). They may
include remembering information, learning with understanding,
critically evaluating ideas, formulating creative alternatives, and
communicating effectively.

THINKING
Brookhart (2010) argues that if teachers think of higher-order
thinking as problem solving they can set lesson goals to teach
students how to identify and solve problems at school and in life.
This, she says, involves not just solving problems set by the teacher
but solving new problems that ‘they define themselves, creating
something new as the solution’.

HOW DO WE TEACH HIGHER-ORDER THINKING?
Bloom’s Taxonomy is the framework for teaching thinking
Learning was divided into three domains of educational activity:
•Cognitive: mental skills (Knowledge)
•Affective: growth in feelings or emotional areas (Attitude or self)
•Psychomotor: manual or physical skills (Skills)

HOW DO WE TEACH HIGHER-ORDER THINKING?
Specifically teaching the language and
concepts of higher-order thinking
Planning classroom questioning and
discussion time to tap into particular
higher-order thinking skills
Providing scaffolding; Guidance /
Feedback
Explicitly teaching subject concepts
Consciously teach to encourage higher
order thinking

2019 inductive versus deductive teaching methods.pdf

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