Inductive and Deductive Instruction

Two very distinct and opposing instructional approaches are inductive and deductive. Both approaches can offer certain advantages, but the biggest difference 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 to practice the concepts; this approach is very teacher-centered. 

Conversely, inductive instruction is a much more student-centered approach and makes use of a strategy known as ‘noticing’. Let’s take a closer look at the differences between inductive and deductive instruction, and find out how noticing can be used in the language classroom to better facilitate student learning.

  

What is deductive instruction?

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. For example, when teaching a 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.

According to Bob Adamson, The deductive method is often criticized because: 

a) it teaches grammar in an isolated way; 

b ) little attention is paid to meaning; 

c) practice is often mechanical.

This method can, however, be a viable option in certain situations; for example, when dealing with highly motivated students, teaching a particularly difficult concept, or for preparing students to write exams.

 

What is inductive instruction?

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.

Using the grammar situation from above, the teacher would present the students with a variety of examples for a given concept without giving any preamble about how the concept is used. As students see how the concept is used, it is hoped that they will notice how the concept is to be used and determine the 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.

Source: lenkaBilash, 2009, Inductive and Deductive Instruction [Online], Available from:

  http://www2.education.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/inductivedeductive.html

Talk for Learning

In classroom learning and teaching, a large proportion of time is spent in talking and listening. Being one basic medium of classroom interaction, talking should play a crucial part in the process of learner development. But how important is it? Does the quality of talk accord with the quality of classroom learning?

Being the medium of classroom learning/teaching, language plays a significant role in affecting the kinds of opportunities for knowing and coming to know as well as in encouraging collaborative group work (Wells, 1999:114). Wells (ibid) insists that when talking in groups or whole class, pupils can learn a great deal from each other and present the significance of what they have done and come to understand in front of the teacher. Likewise, Nystrand (1997:29) points out that certain kinds of classroom talk creates more opportunity and flexibility for students to contextualize and assimilate new information.

Various kinds of talk are unlikely to contribute equally to student learning. Barnes

(1992:126) distinguishes two functions of talk between presentational and exploratory talk. Presentational talk, on one hand, focuses more on the needs of the teacher than on the student’s own ideas. It usually occurs when teacher is trying to seek answers from students to test their understanding of a topic already taught. On the other hand, exploratory talk enables learners to ‘try out ideas, to hear how they sound, to see what others make of them, to arrange information and ideas into different patterns’ (ibid). Because much of the talk elicited from pupils is essentially presentational, Barnes

(1992:126) proposes that teachers consider when and where to employ presentational or exploratory talk and ensure a balance of them

References

Alexander, R. J. (2000). Culture and Pedagogy: International Comparisons in Primary Education, Oxford: Blackwell

Alexander, R. J. (2004). Towards Dialogic Teaching: Rethinking Classroom talk, Cambridge: Dialogos

Calm is Strength, Upset is Weakness By: Dr. Fred Jones's

Can your students tell whether you are calm, upset, tired, or impatient? They read you like a book! They know even without you speaking, because they read your body language.

Do your students know how to push your buttons? Do they like to be in control? Do they want their own way?

How can kids tell when they are in control? Consider the following questions:
When you are calm, who is controlling your mind and body?
When you are upset, who is controlling your mind and body?

When you are calm, you can think. You can use all your intelligence and experience and all your social skills to deal with a situation. When you are upset, you react. Instead of thinking, you have a fight-flight reflex.

Have you ever said something in the heat of the moment that you wish you could take back? Thinking comes later. When you are calm -- when you have time to think -- you can manage a situation.

Classroom management requires calm. You never will be able to manage another person's behavior until you can manage your own.

Learning Environment

Do teachers create a learning environment where all students benefit from a variety of learning approaches, including individual and small group work in corners or learning centers, seated on the floor, or outdoors?