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In the next document, we can check the definitions for each approach, the combination of both into a class and  examples of a lesson using the inductive and deductive approach, so then, we will be able to get the idea how can we use these methods in our PAL classes.

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TESOL Training inductive vs deductive approach

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TESOL Training inductive vs deductive approach

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Even though this was made for a TESOL course,  the deductive and inductive approach explanation by  Don Johnson  provides excellent examples and concepts to get the idea what these approaches are about.

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Center for Innovation in Legal Education

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TESOL Training inductive v deductive approach.wmv

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I'm Don Johnson, a TESOL trainer with the University of California - Riverside in Seoul. This clip is from the beginning of my TESOL Grammar course. The content is based on Scott Thornbury's excellent book from 2000 entitled 'How to Teach Grammar' (Chapter 4).

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Basic concepts for DEDUCTIVE and INDUCTIVE approach

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Basic concepts for DEDUCTIVE and INDUCTIVE approach

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Deductive approach is:

General to particular

Explicit Rules first

Rule-driven learning

Cognitive Conscious

Application of rules Teacher-centered

Dependent on the teacher

It's a Passive reception method.

On the other hand Inductive´s concepts are:

Particular to general

Implicit Exposure to language first

Rule-discovery learning

Associative

Subconscious

Problem-solving

Learner-centered

Autonomous

Active participation

Check more details in the next PDF guide by Vicky Saumell.

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The teacher introduces and explains concepts to students, then expects students to complete tasks to practice the concepts. It is a very teacher-centered approach.  While in the inductive is a much more student-centered approach and makes use of a strategy known as ¨noticing¨.
In the next document we can an investigation using deductive and inductive  approach in teaching grammar to adult learners of English.

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Want to Know More About the Inductive Approach? 

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Want to Know More About the Inductive Approach? 

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Check out this YouTube video made by OER4Schools.

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It can meet student expectations. For many learners the inductive approach is very new and somewhat radical, and it does not fit in with their previous learning experiences.

It may be easier. A class using the deductive approach, if well-planned, goes from easier to more difficult – which may be more appropriate for some learners. It can also be easier for less experienced teachers as there is more control of outcomes.

We can control the level of input language more.

We can control our learners' understanding of rules more – making sure that the ideas they form about language are the right ones. In this way we can try to avoid learners forming incorrect hypotheses.

It may be a more efficient use of time; the inductive approach can take longer.

It can be designed to meet the needs of more learning styles. The demands of the inductive approach make it more suitable for a specific kind of learner.

It is used by many coursebooks and it fits in better with many syllabus structures.

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In this website, we have fairly summarized information about what the deductive approach is and some of the implications of using it

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A deductive approach to teaching language starts by giving learners rules, then examples, then practice. It is a teacher-centred approach to presenting new content. This is compared with an inductive approach, which starts with examples and asks learners to find rules, and hence is more learner-centred.

Example
The form and use of the third conditional is explained to learners, then they have a gap-fill exercise to complete, then prepare their own examples.

In the classroom
The deductive approach may be suitable with lower level learners who need a clear base from which to begin with a new language item, or with learners who are accustomed to a more traditional approach and so who lack the training to find rules themselves.

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A deductive approach to teaching language starts by giving learners rules, then examples, then practice. It is a teacher-centred approach to presenting new content. This is compared with an inductive approach, which starts with examples and asks learners to find rules, and hence is more learner-centred.

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Before reading a little bit more about the deductive approach, how about we look at a demo class of this teaching model

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Center for Innovation in Legal Education

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Classroom Management Strategies To Take Control Of Noisy Students

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How can we identify whether a lesson is being taught deductively? Hopefully this diagram will help you visualize the steps of an inductive lesson.

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Consult this web page and check out the advantages, disadvantages and more of this traditional way of teaching.

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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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We've given some information about both approaches but, how does an inductively taught lesson actually looks like. Jump right to the video and see it yourself!

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This post was written by Susan Weymouth

A key ESL teaching concept is deductive versus inductive learning. Should you begin with a rule (such as a grammar rule concerning the past tense) and ask students to make it specific with their examples? Should you begin with something specific (such as important events in students' life stories) and ask students to generalize some rules of usage?

Our Western tradition of English language instruction has been deductive: put the verb conjugation chart on the board before class begins. However, research indicates that most ESL students retain more if they search for patterns in language and organize them with limited guidance and support. They discover the patterns themselves, although you as the teacher usually guide this discovery.

As H.D. Brown concludes, "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." (1)

Balance is needed between inductive and deductive approaches, but remember that what may seem "natural" to you is often out-of-balance due to your past overexposure to ineffective teaching models.

Watch this teaching video in which Richard moves from stories in movies to key events in his past to student-to-student communication about their own lives. You will notice that grammar work occurs within a clear context. First, students have a communicative need for the language. Then they express their ideas while the teacher provides just enough focus on form to reinforce the grammar point.

1 Brown, H.D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Longman. 105.

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Inductive vs. Deductive Grammar Teaching in the ESL Classroom

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This post was written by Susan Weymouth A key ESL teaching concept is deductive versus inductive learning. Should you begin with a rule (such as a grammar rule concerning the past tense) and ask students to make it specific with their examples?

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Classes can turn interesting when we as teachers "hide" the "clues" and let our students discover them.

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How to Teach an Inductive Learning Lesson