By:

Angelica L. Andaya
February 9, 2014

starts by giving learners rules,
then examples, then practice.

a teacher-centered approach to
presenting new content.
Advantages of a deductive approach:
It respects the intelligence and maturity of many
- especially adult - students, and acknowledges the
role of cognitive processes in language acquisition.
It gets straight to the point, and can therefore be
time-saving. Many rules especially rules of form
can be more simply and quickly explained than
elicited from examples. This will allow more time
for practice and application.
Example: Teaching Mathematics
It allows the teacher to deal with language
points as they come up, rather than having to
anticipate them and prepare for them in advance.

It confirms many students' expectations about
classroom learning, particularly for those learners
who have an analytical learning style.

Example: What is matter?
It is anything that occupied space and has mass.
Grammar explanation encourages a teacher-fronted,
transmission-style classroom; teacher explanation is
often at the expense of student involvement and
interaction.
Starting the lesson with a grammar presentation
may be off-putting for some students, especially
younger ones. They may not have
sufficient metalanguage (i.e. language used to talk
about language such as grammar terminology). Or
they may not be able to understand the concepts
involved.
Explanation is seldom as memorable as other forms
of presentation, such as demonstration.
Such an approach encourages the belief that
learning a language is simply a case of knowing the
rules.

starts with a specific case and leads to the
general theory
In contrast with the deductive method,
inductive instruction 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.


State the Question
Make Observation
Form a Hypothesis
Test
Analyze
Draw a Conclusion
Students are presented with a challenge and
left to work out the solution on their own

Uses trial and error

Guided discovery
Students are confronted with an ill-
structured, authentic (real-world) problem to
solve

Usually in teams

Emphasis not on a correct answer but on
investigative process
Scenario - "Mary Shaw"

Mary attends the Sandhills Day Centre 3 days a
week. She is 75 years old and is a widow. Her
32 year old son lives with her. A nurse reports
bruising on Marys arms and legs. What
happen to her?

Presented with real-life scenarios or cases
Students learn to apply material that has
already been covered in class and is
somewhat familiar.
Can be assigned to individual students or
teams
Improves student retention, reasoning and
problem solving skills
A Case of an Unusual Pregnancy
A 94-year-old woman admitted to
hospital for pneumonia had a swollen
abdomen. A CT scan revealed a fetus. The
woman had dementia so was unable to
explain what had happened. [New England
Journal of Medicine 321:1613-14.]

-This case prompts exhaustive brainstorming of
all aspects of reproductive physiology and
will produce many imaginative hypotheses.

Focuses on improving student learning through
the use of brief web-based questions (JiTT
exercises) delivered before a class meeting.
Students' responses to JiTT exercises are
reviewed by the instructor a few hours before
class and are used to develop classroom
activities addressing learning gaps revealed in
the JiTT responses.
JiTT exercises allow instructors to quickly gather
information about student understanding of
course concepts immediately prior to a class
meeting and tailor activities to meet students'
actual learning needs.
Instructors post JiTT questions in a course
management system and students respond online
a few hours before class. After the posting
deadline - but before class begins - instructors
examine students' responses, group them into
clusters reflecting similar thinking processes,
and select a representative sample of responses
to show in class. The instructor also uses the
student responses to develop interactive in-class
activities targeting learning gaps identified in
the JiTT responses.
The learners are more engaged in the
teaching-learning process with our
facilitating skills, learners formulate he
generalization.

Learning becomes more interesting at the
outset because we begin with what they
know

It helps the development of our learners
higher-order-thinking-skills (HOTS). To see
and analyze the same in order to arrive at
generalizations requires analytical thinking.
It requires more time and so less subject will
be covered. It needs much time to lead
students to the formulation of
generalizations.


It demands expert facilitating skills on part
of the teacher. He/she needs to ask the right
questions and organize answers.