Inductive and deductive method
Two very distinct and opposing
instructional approaches are inductive
and deductive. Both approaches can
offer certain advantages, but the
biggest difference is the role of the
teacher. In a deductive classroom, the
teacher
conducts
lessons
by
introducing and explaining concepts
to students, and then expecting
students to complete tasks to practice
the concepts; this approach is very
teacher-centred.
Conversely,
inductive instruction is a much more
student-centred approach and makes
use of a strategy known as ‘noticing’.
Let’s take a closer look at the
differences between inductive and
deductive instruction, and find out
how noticing can be used in the
language classroom to better facilitate
student learning.
Reflection
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.