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It is the strategy in which principles and generalizations are presented initially followed by application/testing of this principles. It is basically leading the students from Unknown to Known, Abstract to Concrete or  Complex to Simple.

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In the seventh class of the module we had a class in Deductive Teaching Strategy. Firstly we are given/dictated the definition of the Deductive TS.

Deductive Teaching Strategy:

- It is the strategy in which principles and generalizations are presented initially followed by application/testing of this principles. It is basically leading the students from Unknown to Known, Abstract to Concrete or Complex to Simple.

Purposes of Deductive Teaching Strategy

It is a Teacher-Centered Approach - where students are taken as blank slate. This strategy creates dependency in students limiting their thinking ability. This strategy is basically used to help students with learning disability to enhance their learning.

Phases of Deductive Teaching Strategy

1. Presentation of Abstraction.

2. The teacher illustrates it with examples.

3. Students give examples of concept and apply them in new situations.

4. Students restate the concept/definition that they have learned.

Advantages of Deductive Teaching Strategy

1. Less time consuming

2. It is different from rote learning as it is the strategy ,where logical interlinking of element is encourage.

3. Most of the school material/curriculum can be easily taught following deductive strategy.

4. This method involve all level of questions.

Dis-advantages of Deductive teaching strategy

1. Students are not actively involve in the beginning of the lesson.

2. Since it is a teacher centered approach ,it may be challenging for higher students.

1. Teacher need to plan and prepared detail information about the content.

2. Present principles and generalizations.

3. Provides guidance as scaffolding.

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In the seventh class of the module we had a class in Deductive Teaching Strategy. Firstly we are given/dictated the definition of the Deductive TS. Deductive Teaching Strategy: - It is the strategy in which principles and generalizations are presented initially followed by application/testing of this principles.

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This page gives the basic information and knowledge one should have about both methods, and how teachers can benefit from using them in class.

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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.

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Do The Inductive and Deductive Approaches Really Work?

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Do The Inductive and Deductive Approaches Really Work?

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In this article, the author compares and contrasts the two approaches, and gives a number of pros and cons of each one.

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Jon Hird, materials writer and teacher trainer, discusses inductive and deductive grammar teaching, comparing and contrasting the two, and debating the pros and cons of their use in the classroom.

There are two main ways that we tend to teach grammar: deductively and inductively. Both deductive and inductive teaching have their pros and cons and which approach we use when can depend on a number of factors, such as the nature of the language being taught and the preferences of the teacher and learners. It is, however, perhaps generally accepted that a combination of both approaches is best suited for the EFL classroom.

Some agreement exists that the most effective grammar teaching includes some deductive and inductive characteristics.
- Haight, Heron, & Cole 2007.

So what is deductive and inductive grammar teaching? In this blog, we will first take a look at the underlying principles of inductive and deductive reasoning and then look at how this applies to grammar teaching and learning. We will then briefly consider some of the pros and cons.

Deductive and inductive reasoning

Deductive reasoning is essentially a top-down approach which moves from the more general to the more specific. In other words, we start with a general notion or theory, which we then narrow down to specific hypotheses, which are then tested. Inductive reasoning is more of a bottom-up approach, moving from the more specific to the more general, in which we make specific observations, detect patterns, formulate hypotheses and draw conclusions.

Deductive and inductive grammar learning

These two approaches have been applied to grammar teaching and learning. A deductive approach involves the learners being given a general rule, which is then applied to specific language examples and honed through practice exercises. An inductive approach involves the learners detecting, or noticing, patterns and working out a 'rule' for themselves before they practise the language.

A deductive approach (rule-driven) starts with the presentation of a rule and is followed by examples in which the rule is applied.
An inductive approach (rule-discovery) starts with some examples from which a rule is inferred.
- Thornbury, 1999

Both approaches are commonplace in published materials. Some course books may adhere to one approach or the other as series style, whereas some may be more flexible and employ both approaches according to what the language being taught lends itself to. Most inductive learning presented in course books is guided or scaffolded. In other words, exercises and questions guide the learner to work out the grammar rule. The following course book extracts illustrate the two different approaches. The subsequent practice exercises are similar in both course books.

Q: Skills for Success Listening and Speaking Level 3 New Headway 4th Edition (Elementary)

Which approach - pros and cons?

First and foremost, it is perhaps the nature of the language being taught that determines if an inductive approach is possible. Inductive learning is an option for language with salient features and consistency and simplicity of use and form. The basic forms of comparative adjectives, as shown above, is an example of this. Conversely, teaching the finer points of the use of articles ( a/an, the) inductively, for example, would most probably be problematic. The metalinguistic tools that the learners will need to accomplish the task is also a factor.

However, the learner-centred nature of inductive teaching is often seen as advantageous as the learner is more active in the learning process rather than being a passive recipient. This increased engagement may help the learner to develop deeper understanding and help fix the language being learned. This could also promote the strategy of 'noticing' in the student and enhance learner autonomy and motivation.

On the other hand, inductive learning can be more time- and energy-consuming and more demanding of the teacher and the learner. It is also possible that during the process, the learner may arrive at an incorrect inference or produce an incorrect or incomplete rule. Also, an inductive approach may frustrate learners whose personal learning style and/or past learning experience is more in line with being taught via a more teacher-centred and deductive approach.

While it might be appropriate at times to articulate a rule and then proceed to instances, most of the evidence in communicative second language teaching points to the superiority of an inductive approach to rules and generalizations.
- Brown, 2007

Nevertheless, while there are pros and cons to both approaches and while a combination of both inductive and deductive grammar teaching and learning is probably inevitable, an inductive approach does seem to be broadly accepted as being more efficient in the long run, at least for some learners. Would you agree with this?

References

Brown, H.D. (2007). Principles of language learning and teaching. Pearson Longman.

Haight, C., Herron, C., & Cole, S. (2007). The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary language college classroom. Foreign Language Annals, 40, 288-309.

Thornbury, S. (1999). How to Teach Grammar. Pearson.

Categories: Grammar & Vocabulary | Tags: Grammar, inductive grammar deductive grammar, Jon Hird | Permalink.

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Inductive and deductive grammar teaching: what is it, and does it work? - Oxford University Press

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Jon Hird, materials writer and teacher trainer, discusses inductive and deductive grammar teaching, comparing and contrasting the two, and debating the pros and cons of their use in the classroom. There are two main ways that we tend to teach grammar: ... Continue reading →

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Teaching Grammar Using the Inductive and Deductive Methods

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Teaching Grammar Using the Inductive and Deductive Methods

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This presentation shows us in the slides number 11 and 12 the advantages and disadvantages that using each method in a grammar class represents.

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Inductive and Deductive Approach in TESOL

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Inductive and Deductive Approach in TESOL

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This page explains both the inductive and the deductive approaches, as well as the benefits each one provides and a couple examples on how to apply them in a class.

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Learn to Teach English in 4 weeks | TEFL Certification in Mexico

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Understanding Inductive and Deductive Approaches in TESOL
As an instructor in teaching English to speakers of other languages (TESOL,it's vital that some of your training focus on different approaches to effective teaching in the English language classroom. The inductive approach and deductive approach in TESOL are two common methods for teaching English grammar. In the western world, deductive teaching approaches are common in classrooms where English is the first language. There are benefits to both approaches, though they are quite different.
Inductive
The inductive teaching approach in TESOL is a sort of discovery learning that focuses on the student. For example, an instructor might use or show a few examples of a grammar point in English and then ask students what they notice. In many cases, the grammar point might be introduced by simply engaging the students in a directed conversation to slowly introduce it. The teacher guides the students to noticing the grammar pattern, and finally explicitly exposes them to it.
Example
A teacher writes on the board a few examples of simple present and simple past sentences. The teacher then asks the students what differences they notice in the sentences. The students discuss the differences and maybe even try converting some simple sentences from present to past on their own. Finally, the teacher explains the rule for converting sentences from past to present.
Benefits
Although inductive teaching takes longer than deductive, many educators agree it is a very efficient method in the long run. Benefits include:

Student interaction and participation.

Students rely on their critical thinking to figure out the language.

Students gain deeper understanding of the language.

Deductive
A deductive approach is more teacher-centered learning where the points of English grammar are explicitly stated to the students and then tested. Once the grammar is introduced and explained, students usually complete grammar exercises to become familiar with the pattern. This is a method that has been commonly used in English classrooms in the west.
Example
A teacher writes examples of simple present and simple past sentences on the board. The teacher then proceeds to explain the differences between present and past in English. Once the lecture is complete, worksheets are handed out and students are asked to convert simple sentences from present to past.
Benefits
Although a little less effective than inductive teaching when used in TESOL, benefits to the deductive approach are:

Time in the classroom is spent only on the language principle.

Most material can be easily taught this way.

It encourages faster learning of material

There are clear differences to the inductive approach and deductive approach in TESOL. Inductive tends to be more efficient in the long run, but deductive is less time consuming. Much depends on the teacher and the students. You might try and compare both of these approaches at certain points in your teaching to see which is more effective for your students.

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Inductive and Deductive Approach in TESOL

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Understanding Inductive and Deductive Approaches in TESOL As an instructor in teaching English to speakers of other languages (TESOL,it's vital that some of your training focus on different approaches to effective teaching in the English language classroom. The inductive approach and deductive approach in TESOL are two common methods for teaching English grammar.

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In this web page you can find not only what the Inductive Method is, but also some suggestions to make your grammar classes fun and creative

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What is the reaction of the students when they start dealing with any grammatical structure? Why is there a tedious sensation in the air when they just hear the name of any grammatical tense? Is it possible to teach grammar in a more captivating way? Can students deal with long and boring formulas ? Do teachers promote an inductive or deductive approach to teaching grammar?

When teachers think about dealing with certain grammatical tense or structure it is impossible not to think about formulas. In a teacher-fronted setting, teachers are likely to give learners ready-made rules.Thus,they provide students with grammatical terminology which is followed by examples and controlled practice.If we consider learning styles, the analytic students will be in their element. But what about the others? Let´s think of children who are not cognitively prepared to such an analysis or learners who feel demotivated , discouraged or simply tired. Making students involved in a "learning by doing" process can help them become less passive and more motivated in class. Let´s take a look at Stern´s explanation of deductive and inductive sequences:

deductive approach: General rule ? Specific examples ? Practice
inductive approach: Specific examples ? Practice ? General rule

Figure 1: The deductive and inductive approaches (modified after Stern 1992:150)

Grammar can be motivating and fun! The secret lies in the way it is approached.Let´s not forget that grammar has "meaning".We can make it more meaningful by presenting structures combined with a series of short activities , by using internet , visuals or any ICT tool that might suit our teaching context.Thus, a boring "verb class" can turn out to be an interactive and motivating one.

Pros

Students feel more motivated

·Students can assimilate the most important aspects of the topic

Students learn by elicitation and discovery

Students are able to use and understand the structure immediately

Students have an active participation in the class

Students avoid memorizing unimportant formulas

Students learn how to discriminate information

Students have an immediate feedback of their learning with internet pages.

·Students become more interested as internet offers a myriad of possibilities

·Internet grammar exercises make students more responsible of their own learning

Cons

Some useful tips when teaching grammar

The following video shows the parallel between induction and deduction:
http://www.youtube.com/watch?v=X8xxtygm_xM
Power point presentations are also a good choice not only to introduce a grammatical topic but also to deal with it because they give the possibility of including videos, images and the inclusion of colours, shapes and animations can make a more attractive class.

Click on these links and you will find very useful power point presentations:

The second strong aspect of our proposal is the combination of short but catching activities combined with follow-up practice using web pages. Here you have some examples:

Ø Dealing with adjectives.

· Students and you suggest adjective-noun phrases. Write adjectives on the left hand side of the board & nouns on the right. The amount will depend on the level/time you have. Get the class to combine them. You can do it in groups or on the board.

· A black cat

· An expert doctor

· A brilliant student

· A rainy day

Ø Dealing with comparatives.

· Present the class with two nouns such as elephant & pencil, flower & teacher, etc.

· Elicit: A pencil is thinner than an elephant

· Or: an elephant is noisy and a pen is silent

· Or both: an elephant and a pen can be grey.

· If you have more time, elicit nouns from the students and put them on the board, ask them to pair them.

Ø Dealing with superlatives.

? Give or ask students to suggest a group of six or seven items linked to a common subject area.

? Example: famous people (singer, football player, film-star, musician, president, car racer)

? Brainstorm words related to each one of the items.

? In groups they try to define the .. Most... or ...est...

Finally the use of web pages to solve short quizzes and play online. Grammar games can be perfect for the main corpus of the class instead of copying exercises on the white board or elaborating worksheets which is difficult in these times when the teaching activity is time consuming. Here you will find some web pages including power point presentations, exercises and grammar games:
http://www.marks-english-school.com/games.html http://learnenglish.britishcouncil.org/en/grammar-games http://www.eslgamesworld.com/members/games/grammar/
References

Ellis,R. (2002)."Grammar Teaching-Practice or Consciousness-Raising?" in Richards,J &Renandya,W. (2002) Methodology in Language Teaching.New York: Cambridge University Press ,chapter 15, pp167-174.

Walter, Catherine.Teaching grammar inductively.
Link to webpage: http://www.teachingenglish.org.uk/articles/planning-a-grammar-lesson
(Read: Sept 22 ,2011)

Authors: Paola Fanta

Rodrigo López Brassea

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Making Grammar Fun : Teaching grammar without naming it - Funiber Blogs - FUNIBER

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TweetSumo TweetWhat is the reaction of the students when they start dealing with any grammatical structure? Why is there a tedious sensation in the air when they just hear the name of any grammatical tense? Is it possible to teach ... Continuar leyendo →

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Check out the differences between deductive and inductive. Don't get confused!|

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Deductive and inductive method of teching

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Slide 2 of 11 of Deductive and inductive method of teching

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How To  Teach and Inductive Learning Lesson

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How To  Teach and Inductive Learning Lesson

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With this video you will learn how to teach Inductive Method following easy steps. You can also find some examples.

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How to Teach an Inductive Learning Lesson

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If you still have some doubts about what is, how it works the Deductive Method. This web page will help you a lot

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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.

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This web page will give you some ideas on how to give a sucessful indeductive class

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Throughout the years I have used inductive teaching methods to teach students concepts and generalizations.

I present students with data, ask them to make observations of that data, and on the basis of those observations, I ask students to state the concept or generalization that I'm teaching.

I have found this to be an effective teaching strategy because it encourages participation, which helps any activity to be more interesting.

As you know, the more interesting an activity is, the easier it is to get students focused and involved in the lesson.

The inductive teaching method is also effective for developing perceptual and observational skills.

Students not only learn content but they learn how to process data and how to use it to arrive at appropriate conclusions.

This teaching method involves three general initiatives: planning the activity, executing the activity, and evaluating the outcome.

Planning the Activity

First, I determine the concept or generalization to be taught. For the purpose of this brief demonstration, I will select the generalization, "The end punctuation mark is placed inside the quotation mark in direct quotations."

With the point of the lesson firmly in mind, I select examples that support this generalization. I prepare a list of sentences that illustrates correctly punctuated sentences in direct quotations.

I open Microsoft Word on my laptop and turn on the digital projector that's connected to it. I'm ready to begin the lesson.

Executing the Activity

I begin by typing my first example sentence: "Stop!" Shannon's father yelled as the girl ran toward the street.

I say to the class, "Tell me what you notice about this sentence."

The first student says, "It's written in English."

"You're absolutely right!" I respond enthusiastically, as I type his response for all to see. "What else do you notice about this sentence?"

Someone else says, "It has eleven words in it."

"Does it? Let's see," I respond. I look at the screen and count the words out loud. Then I say, "Well, yes it does! You are correct!" Then I type that observation on the screen.

Of course, what I have collected up to this point, has very little to do with punctuation in direct quotations. But, by encouraging students to make observations, I am helping them to develop their observational skills and encouraging them to participate--even those who don't normally do so.

I continue collecting observations, and we end up with this:

Now it's time for me to type in my second example sentence. I click back to the top of the screen and insert this new sentence under the first example: Gerald asked, "Is this assignment due tomorrow?"

"What do you notice about this new sentence?" I ask the class. I continue in this manner by recording student responses and adding additional examples. Eventually, I have a relatively long listing of observations, a few of which are shown here:

It's time to steer students into the point of the lesson. I do this by asking students how their observations are alike.

Now, we have this:

Once I've gotten into this portion of the lesson, students can sense that we are on the verge of some kind of discovery.

At this point, I return to the original example sentences and say, "Many of you have correctly observed that all of these statements have both quotation marks and punctuation. Let's take a closer look at that. When it comes to quotation marks and punctuation, how are all of these sentences alike?" Then, I continue recording their observations, which for the sake of brevity, are not included here.

Eventually, students will observe and correctly infer that a pair of quotation marks indicates that someone is speaking. They may infer that a comma is sometimes used to introduce a direct quotation. They may also infer that the first word in a direct quotation is capitalized. All of these inferences were not part of my target generalization, but they are valid nevertheless.

Some groups of students require more probing than others. I persist. Even if I have to drag it out of them by asking, "As your language arts teacher, what other point about quotation marks and punctuation would you suppose I'm trying to make here?

Eventually, a student will say, "The end mark comes before the last quotation mark in the sentence."

He gets it. I celebrate the moment. All of them get it.

I can see it in their eyes.

To provide closure, I ask students to state what we have learned today. I type these sentences as the students generate them:

A pair of quotation marks indicates that someone is speaking.
The first word in a direct quotation is capitalized.
A comma is sometimes used to introduce a direct quotation.
End marks of punctuation appear before the last quotation mark.

The learning activity is now complete. We, as a class, have discovered some universal truths about the written English language. Now, it's time for an evaluation.
Evaluating the Activity
As you can imagine, work time for this class involves handling direct

quotations. I have a couple of options here--I can present them with a series of multiple-choice questions that require them to select the sentences that are punctuated correctly. Or, I can ask them to correct sample sentences.

Either way, I have a means for evaluating individual effort. Additionally, I may find that some students need further explanation or additional practice-- both of which I provide as needed.

Conclusion

This inductive teaching method is, without a doubt, my favorite strategy to use with kids.

It's an excellent way to teach concepts and generalizations. It's also an effective way to motivate students.

Because this teaching method promotes participation, it has the potential to involve the maximum number of students as possible in the activity.

Although the example presented here focused on language arts, the inductive teaching method is ideal for any subject area, at any grade level.

It does require "thinking on your feet," but you ARE a teacher.

And teachers, by definition, are particularly good at that.

Return to Daily Teaching Tools from Teaching Methods

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Teaching Methods: How to Effectively Use Inductive Teaching Activities with Kids

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Throughout the years I have used inductive teaching methods to teach students concepts and generalizations. I present students with data, ask them to make observations of that data, and on the basis of those observations, I ask students to state the concept or generalization that I'm teaching.

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This web page will give you some ideas on how to give a sucessful deductive class

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Having tried a number of teaching methods, I have found that the deductive approach is well-suited for teachers who are more content-oriented or who have a limited amount of time to teach a concept.

This method is usually a quicker way to teach concepts, because it requires less planning time than the inductive methods do. Additionally, it allows you to use students' responses to build the content of the lesson on the fly.

However, the trade-off for this efficiency is that not as many students will have opportunities to participate. As a result, the possibilities for incidental learning are minimized.

As with the other teaching methods that appear on these pages, planning a deductive lesson involves three general initiatives: planning the activity, executing the activity, and evaluating the outcome.

First, I determine the concept to be taught. For the purpose of this brief demonstration of the deductive teaching method, I will select the concept,"antonyms are word pairs that have opposite meanings."

With the point of the lesson firmly in mind, I think of examples that will support this concept. I'm now ready to begin the lesson.

I begin by establishing a connection with what we learned yesterday with what we will be learning today, as you see here:

"Alright everybody, today we're going to talk about a different kind of word pair. Who remembers what type of word pair we were talking about yesterday? Quinton?"

"We were talking about synonyms," he replied.

"That's correct, and who can tell us what synonyms are? Jonathan?"

"Synonyms are word pairs that mean the same thing, like narrow and thin."

"Good. Today were going to study a different kind of word pair called antonyms."

I type, "Synonyms are word pairs that have the same meanings. Antonyms are word pairs that have opposite meanings."

I begin by defining the concept, followed by clarifying the terms, to check for students' prior knowledge, as in this example:

"Antonyms are word pairs that have opposite meanings. What do we mean by word pairs?" I ask.

Adrienne thought for a moment and then said, "Well, pairs come in two' s, like shoes."

"Very good, Adrienne," I reply. "So word pairs are two words. Now, what does opposite mean?"

"It means they are different or sort of not the same, I think," Melinda guessed.

"You're getting close to it, Melinda," I reply.

Now, I present examples. At first I classify these examples myself, explaining the basis for my classification to the class. Then, I present additional examples to students and ask them to categorize these as either positive or negative examples. I also ask them to explain their thinking, as you see here:

"Let me give you an example," I continue. "Huge and tiny have opposite meanings and they're two words, so they are antonyms. Another example of antonyms is fast and slow. They are antonyms because they're pairs of words whose meanings are opposite. Let me try another one. Are cheap and inexpensive antonyms? Adrienne?"

"Because those words don't have opposite meanings."

"Great, now let's try another one. Are happiness and sadness antonyms? Jonathan?"

"Yes, because they're a word pair, and the words have opposite meanings."

"Excellent, and what about hot and cold? William?"

"Those are antonyms too, because they mean the opposite."

"Good job!" I exclaim enthusiastically.

I have now reached the final phase of execution. I ask students to generate their own examples and to explain their thinking, and then I bring the activity to closure, as in this example:

"You're all doing great! Now, I want to see if you can give me some of your own examples of antonyms. Anyone? Kathleen?"

"How about tall and short?"

"And why are those antonyms?" I ask.

"Because they are word pairs that have opposite meanings."

"Great! And now the bonus question. Remember we had the word pair cheap and inexpensive and you said that they were not antonyms? Can anyone make antonyms from these words? Vernon?"

"How about cheap and expensive?"

"Good! Does anyone have another one?"

Melinda replies, "Easy and difficult."

"Those were both excellent antonyms, I conclude. "I think you've all done a good job today in learning about this new kind of word pair."

Whenever I complete an activity like this one, I'm usually pleased with the outcome. But, I also realize that many students did not participate--they are just simply in the habit of letting others respond instead of taking the initiative themselves.

I have to keep that in mind when I evaluate the activity.

Because I covered synonyms on the previous day, today's work time for this class focuses on distinguishing synonyms and antonyms.

I have a couple of options here--I can present them with a series of multiple-choice questions that require them to make the distinction, or I can ask them to generate their own listings of synonyms and antonyms-- examples used in class, however, are off-limits.

Either way, I have a means for evaluating individual effort. Additionally, I may find that some students, particularly the ones who did not participate directly, need further explanation or additional practice--both of which I will provide as needed.

Conclusion of Deductive Teaching Methods

I use this deductive teaching method less than the inductive method, which is my preferred one. But, it accomplishes about the same thing with less effort on my part.

It also takes less time, making it more suitable for a mini-lesson.

The trade-off here is that unless I push the issue, participation is limited to those students who choose to respond.

Although the example presented here focused on a simple language arts concept, this approach is applicable in any subject area, at any grade level.

As with any other teaching method, the key is adequate planning and delivery.

Return to Daily Teaching Tools from Teaching Methods

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Teaching Methods: Deliver Meaningful Content with the Deductive Approach

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Having tried a number of teaching methods, I have found that the deductive approach is well-suited for teachers who are more content-oriented or who have a limited amount of time to teach a concept. This method is usually a quicker way to teach concepts, because it requires less planning time than the inductive methods do.

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This video will provide few steps of how to give an inductive grammar presentation

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Center for Innovation in Legal Education

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In the left side of the screen, you will find the Inductive Method. In the middle of the screen, you will find both methods, and in the right side of the screen, you will find the Deductive Method.