Inductive Method
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The document discusses the inductive teaching approach. It explains that with this approach, the teacher presents students with examples to help them induce and notice patterns and derive rules on their own. Students analyze examples to make comparisons and generalizations. This leads them to form rules with the teacher's guidance. They then practice applying the rules with more examples. This approach encourages active student participation and engagement in the learning process.
Inductive Method
- 3. • 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 .
- 4. • In an inductive approach, without having met the rule, the learner studies examples and from these examples derives an understanding of the rule • Students will usually be more involved in the learning experience and tend to participate more actively when an inductive approach is used.
- 6. 1. Presentation of examples : teacher should present several examples in their best order so that it leads to generalizations.
- 7. 2. Analysis of examples: comparing and analyzing the sentences for example, Active to passive I played the piano The piano was played by me. • Sentences are compared, contrasted and analyzed on the basis of similarities and differences for eg: subject predicate and object
- 8. 3. Generalization : after analyzing the sentences the students come to certain conclusions which is called generalization • Like : the object becomes the subject • The subject become the object proceeded by the preposition by. • The form of the verb changes the past indefinite changes into participle form (sung rang etc.)
- 9. 4. Formation of rules: students form the rules with the help of the teacher 5. Verification of the rules: application of rule with another set of examples • Note: In this stage teacher can indicate certain exceptions in the rules. • Practice : lots of practice is done with several other examples.
- 10. • Teacher helps the student to form the rules • Requires competent teacher. Usage should be correct • Elicit some more examples • Enhances the thinking process of the students and participative learning • Teaching learning process is made interesting through contextualized discussion.
- 12. • The learners are more engaged in the teaching-learning process with our facilitating skills, the learners formulate the generalization. • Learning becomes more interesting at the outset because we begin with what they know • It helps the development of our learner’s higher-order- thinking-skills (HOTS). To see and analyze the same in order to arrive at generalizations requires analytical thinking.
- 13. • It requires more time and so less subject matter 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.