Inductive and Deductive Instruction

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.

What is deductive instruction?

A deductive approach to instruction is a more teacher-centered approach. This means that the
teacher gives the students a new concept, explains it, and then has the students practice using
the concept. For example, when teaching a new grammar concept, the teacher will introduce
the concept, explain the rules related to its use, and finally the students will practice using the
concept in a variety of different ways.

According to Bob Adamson, “The deductive method is often criticized because: a) it teaches
grammar in an isolated way; b ) little attention is paid to meaning; c) practice is often
mechanical.” This method can, however, be a viable option in certain situations; for example,
when dealing with highly motivated students, teaching a particularly difficult concept, or for
preparing students to write exams

What is inductive instruction?

In contrast with the deductive

method, inductive 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.

Using the grammar situation from above, the teacher would present the students with a variety
of examples for a given concept without giving any preamble about how the concept is used.
As students see how the concept is used, it is hoped that they will notice how the concept is to
be used and determine the grammar rule. As a conclusion to the activity, the teacher can ask
the students to explain the grammar rule as a final check that they understand the concept.
ADVANTAGES AND DISADVANTAGES OF DEDUCTIVE AND INDUCTIVE
APPROACHESDeductive approach
Advantages- lesson is

straight to the point- many rules can be more explicitly and quickly explained- allow more
time for practice and application- time-saving. Disadvantages- quite formal - encourages
the belief that learning a language is simply a case of knowing the rules- passive and boring
lesson- teacher-centered (one way communication)
Inductive approach
Advantages- meaningful, memorable and lesson
–
students discover themselves-
stimulate students’ cognitive
- active and interesting lesson- students are actively involved in the lesson - attentive and
motivated- student-centered (2 ways communication)Disadvantages- time-taking-
sometimes can frustrate students who would prefer simply to be told the rule
–
learningstyles/inability to discover themselves- students may reach false conclusions on
grammar rules- place heavy demands on teachers in planning a lesson - need to select and
organise the datacarefully
ADVANTAGES AND DISADVANTAGES OF DEDUCTIVE AND INDUCTIVE
APPROACHESDeductive approach
Advantages- lesson is

straight to the point- many rules can be more explicitly and quickly explained- allow more
time for practice and application- time-saving. Disadvantages- quite formal - encourages
the belief that learning a language is simply a case of knowing the rules- passive and boring
lesson- teacher-centered (one way communication)
Inductive approach
Advantages- meaningful, memorable and lesson
–
students discover themselves-
stimulate students’ cognitive
- active and interesting lesson- students are actively involved in the lesson - attentive and
motivated- student-centered (2 ways communication)Disadvantages- time-taking-
sometimes can frustrate students who would prefer simply to be told the rule
–
learningstyles/inability to discover themselves- students may reach false conclusions on
grammar rules- place heavy demands on teachers in planning a lesson - need to select and
organise the datacarefully
 2. Deductive Teaching Strategy
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.
Role Of Teacher
1. Teacher need to plan and prepared detail information about the
content.
2. Present principles and generalizations.
3. Provides guidance as scaffolding.