Deductive Method versus Inductive Method
The direct method and the demonstration method opf instruction are deductive while the
inquiry method, problem-solving method, and project method are inductive.
Deductive Method
In the deductive method, the teacher tells or shows directly what he/she wants to
teach. This is as direct instruction. For example : a teacher wants to teach his/her pupil how to
add similar fractions. He/she begins by stating the rule: To add similar fractions just add the
numerator then copy the denominator. Then he/she will give examples .
After which, he /she will give written exercises for his/her pupils.
Or he/she begins lesson with a generalization that geographical location influences
people’s way of life. Then he/she will give proofs that this is so by showing them an economic
map of the Philippines. Then study the map with them. Those who live in wide plains like
Central Plain opf Luzon, Cagayan Valley have rice as main product and farming as main
occupation.
Another eample is , he/she begins her science lesson by defining vertebrates as all
nimals with backbone. The he/she gives examples –dog, fish and frog. They are all vertebrates
because they possess backbone.
Thus , in deductive method , the teacher begins with the abstract rule, generalization,
principle and ends with specific examples and concrete details.
INDUCTIVE METHOD
Inductive method is also called indirect method.
The inquiry method or problem –solving method and project method fall under indirect method,
guided and exploratory approach to instruction. They begin with question, problems and
details and end up with answers, generalizations, conclusions.
In inductive method , the teacher will the students at least five examples of added
fractions at one time. Ask the pupils to analyze the examples then ask them to explain how s/he
arrived at the sums. From there, s/he will ask the pupils to state the rule in adding fractions.
s/he shows to the class the economic map of the Philippines then asks the class to study
it with special attention on gepgraphical features and economic products. To guide them in their
analysis s/he will ask them questions like what is the occupation of people who live by the sea?
What about those that live in spacious plains/ What is their main livelihood? Do these people
from different locations engage in the same occupation? What generalization can you draw
about the relationship between geographical features of a place and peoples’ means of
livelihood?
G are also have Backbones. Then, the dog, fish and frpg are vertebrates, the s/he defines
vertebrates .
Another example is to examine animals and study their body parts. Each has a
backbone. The dog has a backbone. The fish and the frog also have backbones. Then, the dog,
fish and frog are vertebrates. The she defines vertebrates
Other approaches
1. Blended Learning
Blended learning is 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: A.
Proctor(2004)
Blended learning is described as “integrative learning”, “hybrid learning”, “multi-method learning”.
“It combines classroom learning, mobile learning, and on-line learning”
Reflective teaching
Students/teachers learn through an analysis and evaluation of past experiences. Without
analysis, no new learning and ideas can be constructed. Through reflection, the student’s/teacher’s
experience acquires meaning, hence s/he is able to formulate his/her own concepts that can be applied
to new learning situations.
Guidelines for Effective Use of Reflective Teaching /Learning
1. Allocate sufficient time for reflection.
2. Schedule a short briefing activity so as to recapture the experience and think about it.
3. The teacher shall servebas facilitator and guide.
4. Encourage students to recount the experience to others to strengthen the insights gained.
5. Consider the feelings es[ecially the positive and negative.
6. Evaluate the experience in the light of the learner’s intent.
