Presentation on theme: "The teacher tells or shows directly what he/she wants to teach. This is also referred to as direct instruction."— Presentation transcript:
The teacher tells or shows directly what he/she wants to teach. This is also referred to as direct instruction.
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.”
How personalized should the learning be? 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.
Should learning experiences be predictable? The deductive approach is more predictable because the teacher selects the information and the sequence of presentation. What depth of understanding and rate of retention is desired? Students tend to understand and remember more when learning occurs inductively.
How much time is available to teach the material? The deductive approach is faster and can be an efficient way to teach large numbers of facts and concrete concepts.
Deductive MethodInductive Method 1. It does not give any new knowledge. 1. It gives new knowledge 2. It is a method of verification.2. It is a method of discovery. 3. It is the method of instruction.3. It is a method of teaching. 4. Child gets ready made information and makes use of it. 4.Child acquires first hand knowledge and information by actual observation. 5. It is quick process.5. It is a slow process. 6. It encourages dependence on other sources. 6. It trains the mind and gives self confidence and initiative. 7. There is less scope of activity in it. 7. It is full of activity. 8. It is a downward process of thought and leads to useful results. 8. It is an upward process of thought and leads to principles.
Learning that is facilitated by the effective combination of different modes of delivery, models of teaching and styles of learning, and is based on transparent communication amongst all parties involved with a course. Heinze, A.; C. Procter (2004).
Students/teachers learn through an analysis and evaluation of past experiences.