Deductive & Indeductive
Páginas: 2 (491 palabras)
Publicado: 2 de diciembre de 2012
DEDUCTIVE AND INDUCTIVE LEARNING
Introduction
Two very distinct and opposing instructional approaches are inductive and deductive. Both approaches can offer certain advantages, but the biggestdifference is the role of the teacher. In a deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks topractice the concepts; this approach is very teacher-centred. Conversely, inductive instruction is a much more student-centred approach and makes use of a strategy known as ‘noticing’.
DEDUCTIVELEARNING
This 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. For example, when teachinga new grammar concept, the teacher will introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways. It’s whenthe teacher gives us all the information that we need. A deductive approach is most closely associated with the grammar-translation method of teaching languages
Example:
And with thisinformation the students can make a sentence and work. It’s an easy way for the students to understand what they have to do.
INDUCTIVE LEARNING
In contrast with the deductive method, inductive instructionmakes use of student “noticing” (Noticing is the process of students becoming aware of something in particular), the teacher presents students with many examples showing how the concept is used. Theintent is for students to “notice”, by way of the examples, how the concept works. As students see how the concept is used, it is hoped that they will notice how the concept is to be used and determinethe grammar rule. As a conclusion to the activity, the teacher can ask the students to explain the grammar rule as a final check that they understand the concept.
Induction could be seen as:...
Introduction
Two very distinct and opposing instructional approaches are inductive and deductive. Both approaches can offer certain advantages, but the biggestdifference is the role of the teacher. In a deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks topractice the concepts; this approach is very teacher-centred. Conversely, inductive instruction is a much more student-centred approach and makes use of a strategy known as ‘noticing’.
DEDUCTIVELEARNING
This 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. For example, when teachinga new grammar concept, the teacher will introduce the concept, explain the rules related to its use, and finally the students will practice using the concept in a variety of different ways. It’s whenthe teacher gives us all the information that we need. A deductive approach is most closely associated with the grammar-translation method of teaching languages
Example:
And with thisinformation the students can make a sentence and work. It’s an easy way for the students to understand what they have to do.
INDUCTIVE LEARNING
In contrast with the deductive method, inductive instructionmakes use of student “noticing” (Noticing is the process of students becoming aware of something in particular), the teacher presents students with many examples showing how the concept is used. Theintent is for students to “notice”, by way of the examples, how the concept works. As students see how the concept is used, it is hoped that they will notice how the concept is to be used and determinethe grammar rule. As a conclusion to the activity, the teacher can ask the students to explain the grammar rule as a final check that they understand the concept.
Induction could be seen as:...
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