INDUCTIVE

INSTRUCTIONAL
APPROACHES

MS. LIGAN & MS. PADILLA

INDUCTIVE TEACHING

– Unfolds lessons from specific to general in the

process of helping students conceptualize
lessons, organize information, make connections,
and establish relationships between present and
prior knowledge.
INDUCTIVE MODEL

– Is a powerful strategy that uses examples in teaching well-

defined content.
– It gives emphasis to the learners’ active involvement and the
construction of their own understanding of specific topics.
– It is used to teach how to categorize concepts through
common characteristics.
– It starts with a specific observation of a limited set of data
and ends with generalization about much broader content.
CONCEPT DEVELOPMENT
MODEL
– Also known as concept formation
– Was created and popularized by HILDA TABA and her
associates.
– It was designed to help students organize information,
make connections among the gathered data, and create
and test hypothesis.
– It serves as the foundation for the development of the
students’ higher level of thinking.
SYNTAX FOR THE CONCEPT
DEVELOPMENT MODEL
– Enumerate and listen. ꟷ Apply principles.
– Group. ꟷ Predict consequences, explain
– Label/Categorize. unfamiliar phenomena, and
– Interpret data. hypothesis.
– Identify critical ꟷ Explain and/or support the
relationships.
production and hypothesis.
– Explain relationships.
ꟷ Verify production.
– Make inferences.
 SEQUENCING ACTIVITIES

1. List as many items as possible that are associated with the subject.
2. Group the items by similarity.
3. Label the groups by defining the reasons for grouping.
4. Regroup or subsume industrial items or whole groups under groups.
5. Synthesize the information by summarizing the data and forming
generalizations.
6. Evaluate the students’ progress by assessing their ability to generate a
wide variety of items and to group those items flexibility.
BENEFITS IN USING
CONCEPT DEVELOPMENT
1. Extending and refining knowledge.
2. Generalizing original ideas.
3. Reading and extracting meaning.
4. Problem solving.
5. Writing unified paragraphs and papers.
CONCEPT ATTAINMENT
MODEL
– This is an inductive approach to instruction designed to
help students of all ages reinforce their understanding of
concepts and practice hypothesis testing.
– This model is based on the cognitive views of learning,
which maintain that the learners’ active roles depend on
their knowledge and utilization of examples to develop
understanding.
CONCEPT ATTAINMENT
MODEL
– It is likewise the process of defining concepts by
attending to those attributes that are absolutely
essential to the meaning and disregarding those
that are not.
– It involves learning to discriminate between what
is and what is not an example of a concept.
 SYNTAX FOR THE CONCEPT
ATTAINMENT MODEL
1. Select and define a concept.
2. Select the attributes.
3. Develop positive and
negative examples.
4. Introduce the process to the
students.
5. Present the examples and
list the attributes.
6. Develop a concept
definition.
7. Give additional examples.
8. Discuss the process with the
class.
9. Evaluate.
INQUIRY MODEL

– This is a modification of the scientific procedure used by scientists.

– Its application involves the awareness of a problem; development
of hypothesis; testing of the hypotheses; acceptance,
modification, or rejection of the hypotheses; and closure.
– As process, it is involved in framing questions, gathering and
processing data relevant to those questions, and drawing
inferences or conclusions from the data.
– Is not just meant for asking questions; it is a process of conducting
investigations.
INQUIRY MODEL

– It is a systematic process for answering questions based

on facts and observations.
– It presents an inductive approach to instruction
proceeding through a sequence of scientific phases
designed to foster the use of scientific approaches in
investigating the problem.
SYNTAX FOR THE INQUIRY
MODEL
1. Present a question.
2. Formulate hypotheses.
3. Gather data.
4. Analyze data.
5. Generalize.
6. Analyze the inquiry process.
PROBLEM-SOLVING MODEL

– This model refers to the ability to recognize, identify,

define, or describe a problem; determine the preferred
solutions; select strategies; test solutions; evaluate
outcomes; or revise any of these steps.
– It is a problem-based teaching model wherein teachers
help students learn to solve problems through hands-on
experiences.
MAJOR BELIEFS ABOUT
PROBLEM SOLVING
1. A major goal of education is to help students learn how to solve
all types of problems, both subject matter-related and people- or
life-related.
2. Some problem-solving strategies tend to be subject-area specific,
such as procedures for solving mathematical or scientific
problems.
3. Other problem-solving strategies are more useful when dealing
with ill-structured problems.
SYNTAX FOR PROBLEM
SOLVING
1. Define the problem.
2. Collect data.
3. Identify obstacles to the goals.
4. Identify alternatives.
5. Rate alternatives.
6. Choose the best alternatives.
TIPS TO TEACH
INDUCTIVITY
1. Practice, practice, practice.
2. Study how students think.
3. Keep up front that teachers are trying to help to learn.
4. The inductive process brings students into the
exploitation of a domain as a learning community trying
to master that domain.
TIPS TO TEACH
INDUCTIVITY
5. Newly learned vocabulary, words should be presented in
sentences that can provide context clues.
6. Use the model in the curriculum areas to teach
substance.
7. Make sure the set data has the attributes present, both
for concept development and concept attainment.
8. Be careful how complete and incomplete sentences are
taught.
TIPS TO TEACH
INDUCTIVITY
9. Distinctions between fact and opinion are probably not
appropriate for short exploitations.
10. In science, try to concentrate on stuff where students
can collect raw data.
11. Students can create or attain multiple attribute
categories.
12. Determine the higher order objective at the beginning.