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CONTENTS

Definition, type and principle

Approach Strategy

Inductive
Teacher-centered
Deductive
Student-centered
Interactive
Material-based
Eclectic
Task/Activity-based
Thematic

INDUCTIVE APPROACH (ISG) 1. Students are given a number of objects to STEPS IN INDUCTIVE
analyze (paper clips, eraser, button, nail, coin, APPROACH:
metal ruler) and a magnet SCIENCE TOPIC:
 An approach to learning that starts from the
MAGNET
specific to general 2. Students are asked to test the objects –
 Students acquire concepts and make which ones get attached to the magnet

generalizations through observations and

3. S and T discuss about the characteristics of
exposure to various examples objects that are attracted to the magnet
 The teachers starts the lesson and provides
various specific examples, and instructs the 4. Students are asked to summarize the
students about how to form a concept experiment in one sentence: e.g. “magnets
attract things made of metal”
 Students examine the examples, list down the
common characteristics and then make the 5. Teacher ends the lesson by using a graphic
organizer to illustrate the generalization
generalization

PRINCIPLES OF THE INDUCTIVE APPROACH

1 Examples must be relevant, suitable and varied, so that

generalization can be achieved easily
2 The teacher must guide students in making
generalizations of general conclusions
3 Give students the chance to observe and analyze so
that generalizations can be arrived at
4 Activities planned must revolve around examining
specific examples before making generalizations, to
help students master the general rule
5 The inductive approach centers on the use of concrete
examples

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DEDUCTIVE APPROACH (DGS) STEPS IN DEDUCTIVE

1. Teacher tells students: “Magnets attract APPROACH:
objects made from metal” SCIENCE TOPIC:
 An approach to learning that starts from the
MAGNET
general to the specific
2. Teacher explains the concept “attract” and
 Starts with learning the law or rule and then asks students, “Do you think magnets attract
analyzing the law or rule by looking at specific pencils?”
examples or how it is applied
 Students have to do reasoning in order to obtain 3. Teacher provides students with a magnet and
asks students to find out which objects in the
facts or examples from the general rule classroom are attracted to the magnet
 In the reasoning process, students collect facts
to verify whether the general rule is true or not 4. Students carry out the experiment and note
 The process of analyzing the facts collected down their findings

takes place before the decision as to whether

5. T and S conclude that magnets attract metallic
the generalization is correct objects only

PRINCIPLES OF THE DEDUCTIVE APPROACH

T and S examine the problem and think of a possible

1
solution; the generalization formed must to stated explicitly

The problem solving is carried out step by step through

2
discussion or experiment

Several examples may be used to illustrate the generalization

3
/rule used; students remember the examples used

Various activities can be carried out to test the generalization

4 /rule, followed by written exercise to test students’
understanding

ECLECTIC APPROACH This is inclined to the deductive approach:

 An approach that is a combination of the good
characteristics of two or more approaches Teacher explains the generalization / law / rule
 Suitable for classes where there are students of
mixed ability
 This approach can be a combination of the Teachers gives examples to explain the generalization
inductive and deductive approach
 Sometimes the inductive approach is more
suitable for some students while the deductive
Teacher relates to specific examples and explains the
approach is more suitable for other students generalization again

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INTEGRATED APPROACH (Taba’s Model)

This is inclined to the inductive approach: Need to teach intra and interdisciplinary- need to include extra notes

 This approach focuses on the content studied

Teacher provides examples and helps students to and the use of thinking skills
form the concept  Integrated = combined
 Based on Hilda Taba’s Model (1962), which is
From the specific examples, the T and S make a often likened to the inductive approach
generalization  This approach starts with activity to study the
characteristics and description of the aspect
studied
 This is followed by activity that involves
As reinforcement, T encourages students to apply the
generalization in quite similar situations thinking – compare and contrast, forming
hypotheses, and finally making generalizations

DESCRIBING THEMATIC APPROACH

PHASE 1 Students are encouraged to observe and describe the
characteristics of certain aspects e.g. of reptiles and fish
 Learning is presented through large concepts
COMPARING or ideas called themes
Students are asked to compare reptiles and fish based on
PHASE 2 what they observe  A theme can be broken down into smaller
EXPLAINING
components called sub-themes
After comparing, students explain in greater detail the  This approach enables students to analyze,
PHASE 3 characteristics of reptiles and fish
generalize and apply knowledge
FORMING HYPOTHESES  This approach trains students to combine
After explaining the similarities and differences, students various related ideas into a theme
PHASE 4 form hypotheses and think about the relation between
reptiles and fish  Students get the chance to go through various
MAKING GENERALIZATIONS experiences in different situations
Students make a conclusion regarding the information
PHASE 5 collected and form a generalization concerning reptiles
and fish

EXAMPLES OF THEMES AND SUB-THEMES:

THE WORLD AROUND ME

 My garden
 Smell the flowers LIVING THINGS
 Magic of butterflies  Visit to Matang
 Listen to the birds singing Wildlife Center
 Explore with me . . .  Plants around my
house
 Insect collection
ALL ABOUT ME  Types of Fungi
 Getting to know me  Brightly colored
 My family fruits
 When I grow up  Herbarium
 What I like to do
 Name song

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AIMS OF THE THEMATIC APPROACH

 Students are actively involved; it is student-

centered
 Promotes creativity – teacher and students
generate ideas based on the theme
 Continuity is preserved – even though there are
many activities, all are related to the same
theme and facilitates students following the
activities
 Various skills are integrated as students play
and carry out the activities
 Students can also learn and acquire various
skills and information

PRINCIPLES OF THE THEMATIC APPROACH

1 The theme must be suited to students’ interest, abilities 1.
and past experience SELECT
A THEME
2 The theme must be related to daily experiences
3 The theme should be wide in scope and able to expand 2.
students’ skills in a wide range of subjects 4.
THEMATIC DEVELOP
PLAN
4 The sequence of a theme is important so that they can ACTIVITIES APPROACH NETWORK,
see the development of the topic clearly PLANNING

5 Should have integration of various curricula

3.
6 Use brainstorming to teach and expand on themes
SELECT
7 The concept of play is given emphasis to produce a MATERIALS
learning environment that is enjoyable and conducive

TEACHING-LEARNING STRATEGIES Teacher Students

lectures/ are
demonstrates passive
TEACHER-CENTERED STRATEGIES Teacher plays a
major role in T-L
One-way
 The teacher controls the situation and acts as communication

the leader Lacks fostering Characteristics

 An approach that is easy to plan and implement of social skills Teacher- Teacher directs,
centered controls, learning
 Teacher monopolizes the teaching and activities Strategies

 Examples: Emphasizes
summative tests Students lack
- lecture and grading creativity and
initiative
- demonstration
- teacher tells a story Students easily
feel bored with Focuses on
 Students are passive, receives what is what is presented Autocratic achieving teacher’s
Leadership objectives
presented only

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STUDENT-CENTERED STRATEGIES
 Causes students to be responsible for their
 Students are actively involved in the t-l process own learning
 Teacher plays the role of a facilitator  Examples of student-centered strategies:
 Learning is focused on individual learning, - inductive learning
group learning, self-directed and inquiry- - drama
- games
discovery learning
- role play
 Research findings show that this strategy has - simulation
many advantages: - discussion
- develops students’ abilities - cooperative learning
- creates positive attitude - brainstorming
- fosters social skills
- increases cognitive development

Students
Students are are more DISCUSSION
more creative interested Two-way
communication
Use graphic organizers to compare and contrast
Students are
actively involved Transfer of the characteristics of student-centered and
learning takes
Characteristics place teacher-centered strategies
Positive social of student
skills are centered Curiosity of
developed strategies students is
aroused

Learning is
self-directed Democratic
leadership

Stresses on
achievement of Discipline Emphasizes
students’ learning may not be development in
objectives under control terms of JERIS

MATERIAL-BASED STRATEGIES TYPES OF MATERIALS/RESOURCES

 Teacher uses many types of materials to carry

out learning activities PRINTED NON-PRINTED
RESOURCES RESOURCES
 Stress is placed on materials/resources that
increase the quality of t-l
Audio- 3D
 The resources used must be related to the Books
Computer-
visual materials
based
objectives of the lesson, students’ needs, their Magazines
Newspaper
abilities, and the t-l strategy Documents
TV
 The use of different resources will increase Charts Non- Radio
Puppets
Pictures Network Life
critical thinking and improve cognitive skills Maps based:
network Film specimens
based: Audio-
 Students are more attracted to the t-l process Internet Models
Module cards
Email Collections
Specific
 Facilitates students’ understanding of the Blog
programs
tapes Globe
Search
concepts studied engines
MS Office
CD-ROM

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TASK/ACTIVITY-BASED STRATEGIES  This strategy results in more meaningful

 Teacher involves students actively and provides learning, and enhances students’ memory for
opportunity for them to apply/practice what what they have studied
they have learned  The teacher should guide students in carrying
 The activity/task selected must be relevant to out the activity/task and monitor their progress
students’: from time to time
- past experiences  All activities must be concluded by doing
- prior knowledge reflections or discussions
- interest  The teacher should check/assess the
- ability outcomes of the activity/task and give
- level of development students feedback as soon as possible
 The activity/task should also be suitable in
terms of the time available and the topic studied

Criteria for selection of activity

Focused on the main goal of the topic

Select a variety of activity

Allows students to interact and reflect

Enjoyable, able to motivate students to learn

Related to daily experiences or events or

current issues

Tutorial 10
• Based on your understanding of inductive and
deductive teaching approaches, provide specific
examples to demonstrate how these two
approaches are used in the classroom. Discuss
the differences, advantages and disadvantages of
using these two approaches.