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.