BPED 3070

The Processes of Teaching

Inductive Teaching Method

The inductive teaching method is a student-led approach to teaching. In the

inductive approach in teaching, teachers provide learners with examples and allow them
to arrive at their own conclusions. Discussion and course correction, where necessary,
follow this. It’s the opposite of the deductive teaching method, where rules are explained
first.
The inductive teaching method may not be the most time-efficient way of
teaching a subject, as students can go down the wrong path. However, in the long run,
it’s an excellent way to engage students’ analytical abilities and other cognitive
functions. For this reason, it’s preferred by modern education.

 The inductive teaching strategies flow in the opposite direction as to deductive

teaching strategies, being a learner-centric teaching method.
 Students are presented with facts and then asked to come up with their own
rules regarding those.
What’s the purpose of the inductive teaching method? Students could come up with
incorrect rules given a set of information. How does that help? The answer is in how it
gets them thinking. When we’re given information in the deductive teaching method, we
are passive receptacles of knowledge. In a teacher-led classroom, a learner’s inherent
ability to understand and puzzle through information is seldom engaged. In inductive
teaching strategies, learners must analyze information in front of them, come up with
logical conclusions, and even if they’re wrong, the process helps them engage better
with the information. It helps them understand the underlying logic in a way that’s more
memorable.
Here’s an example of inductive method at work.
Students are given images of instruments, including those from different groups:
wind, string and percussion. They’re asked to categorize them, work in groups and state
their own logic. Their ability for creative solutioning comes to the fore.
 The teacher then explains the different categories of instruments, and the
students check their work. They may have chosen a different criterion for classification,
such as color. A discussion follows.
In the deductive approach, students would first be told about the various kinds of
instruments, i.e., we will explain the rule to them, and then they’ll apply the rule.

 The inductive method of teaching is a student-centric approach based on

the idea that students are more likely to learn when they are actively
engaged in the learning process.
 This approach challenges students to formulate their own beliefs or
concepts by examining all the evidence provided and recognizing patterns
to arrive at solutions.
 Educators often use it to help nurture children's inquisitive nature and
foster creativity and group problem-solving.
 The inductive method can follow either of the two approaches:
Experimental: Where you experiment and explore to form a hypothesis
Statistical: Based on numbers
 The inductive teaching method is unique because it does not rely on a
strict lesson plan or prior knowledge or guidelines, unlike deductive
teaching, where teachers give direct instruction on what they want
students to learn.
Following are the six steps involved in this method:
1. Provide students with the relevant learning materials. These could be examples,
performances, images, keywords, data, etc.
2. Instruct students to find something familiar in the material provided.
3. Instruct them to identify patterns.
4. Instruct students to identify a problem (from various points of view) that needs to
be solved.
5. Instruct students to generate a range of possible solutions to an issue or problem
and then choose the best one.
 6. Instruct students to organize steps to complete a task and develop their
conclusions to formulate the hypothesis.
What is the Difference between Inductive and Deductive Teaching?
In inductive teaching, the teacher observes his/her students and determines what they
require. It is more hands-on and relies on observation.
In deductive teaching, the teacher has a predetermined lesson plan and teaches
accordingly.
How Can Inductive Reasoning be used in the Classroom?
 Teachers can use inductive reasoning to help students learn and
understand concepts better.
 Teachers can allow students to share their thought processes while trying
to answer and solve their concerns.
 They are encouraged to participate in open discussions. But the teacher is
required to be prepared for questions.
 With the inductive method of teaching, students are free to form their
hypotheses about what they are learning and how to learn it. This thinking
starts with specific observations or facts and then works to find a
generalized conclusion that explains the facts. It is one type of reasoning
that builds conclusions from observation.
 The inductive method can be used in any subject where factual or
conceptual knowledge is gained.

Advantages of Inductive Teaching

The inductive teaching model can be powerful in classrooms of all kinds. Let’s
consider some advantages of the inductive approach in teaching:
 Promotes Critical Thinking
By not providing the answers upfront to students, it invites them to come up with
rules based on the information they have. This is a cognitive and metacognitive ability
that holds them in good stead in adult problem solving and decision making.
 Engages Student Participation
It’s hard to concentrate in an environment in which we constantly received
information. The mind wanders and attention flags. In inductive method examples,
group work is often encouraged, and students are expected to present their work and
findings. It also forces them to think for themselves.
  Learning Is Long Term
By engaging the brain more fully, inductive method of teaching examples can help
students retain information. Having puzzled over facts and figures and other forms of
data, learners have a closer relationship with the subject they’re studying. Even making
mistakes can make facts more memorable.
 Encourages student participation
 Builds natural curiosity in students
 Helps in developing a scientific mindset approach
 Promotes learning by a ‘doing’ approach

The inductive classroom is a lively space where problems are solved, questions
asked and mistakes made. Finally, information is learned because of all these
processes.

Disadvantages of the Inductive Approach

Inductive learning might be a popular approach, but there are still situations in
which a deductive process is preferable. Here are some disadvantages of the inductive
method:

 Can Create Inequality

You may see in an example of inductive teaching that not all students will respond
equally well, which can create a lop-sided classroom. It requires an open environment
where errors are accepted and even welcomed to be impactful for all.
 Takes Time
Sometimes students come up with incorrect hypotheses. It is part of the process to
work through these, but there might not always be enough time to make the most of
this.
 Topic Is Complex
Not all facts can be reasoned through. Sometimes, if the information is too complex,
it is best to explain it upfront. When the inductive teaching method is employed in the
wrong place, students can get frustrated by the lack of progress.
 Like all teaching techniques, the inductive approach in teaching will work well
sometimes, while the deductive approach will work better at others. How can teachers
learn to incorporate it better? Methods such as micro-teaching can help develop skills.
Harappa’s Inspiring Faculty Program will also help you take your abilities to the next
level. The demands on modern educators are constantly changing. Our learning
pathway will help you transform from instructor mode to coach-mode.
 Time-consuming
 It might lead students to develop incorrect rules.

Inductive teaching vs Deductive Teaching

 The inductive method assumes that general statements are generated from
specific observations while the deductive method assumes that particular
statements are generated from general observations.
 The inductive method of teaching is often used with children because it allows
them to discover the material on their own. It is also used in more informal
settings, such as seminars or workshops.
 Inductive teaching is based on an experiment-like approach to understanding the
topic at hand while deductive teaching is typically more of a lecture.

How Does the Inductive Method Help a Teacher?

 The inductive method of teaching allows a teacher to use open-ended questions
and activities to guide students towards their understanding.
 The teacher creates an environment where students can take risks to learn.
 The role of the teacher is to create a productive learning environment. This is
done by developing a curriculum in accordance with a macro teaching lesson
plan, selecting appropriate materials, and introducing new material in a
sequential order.
 The teacher should provide opportunities to children to explore concepts, ask
questions, and take risks.
 There should be no attempt by the teacher to control or direct the process, as it
could hinder the whole strategy.

Which Is Better?

When creating a lesson plan before a session begins, teachers have to decide
how personalized a learning experience can be. They have to gauge the depth of
understanding students require for a subject. And they also have to figure out if there is
enough time available for them to practice the inductive teaching method, since it is a
time-consuming activity. Nevertheless, there is no best approach here. Each one
has its pros and cons.
 It depends on the teacher teaching the subject. The best scenario, in this case, is
to use the inductive approach as well as the deductive approach to teach students
different ways of thinking and understanding.
A person can make the transition from inductive reasoning to deductive
reasoning and vice versa, and can use both at the same time. Inductive reasoning is
more often used in hypothesis generation, and deduction is often used in testing
hypotheses.

The inductive method of teaching is pedagogical and challenges learners to

construct their knowledge through their interactions with the material.

It considers a student a participant in the construction of knowledge. It focuses

on their interaction with materials instead of just the information presented by the
instructor, which is the case with the deductive method of teaching.

The main reason why inductive teaching is so effective is that it has a student-
centric approach.

TYPES OF TEACHING METHOD

DIRECT INSTRUCTION MODEL

Basic Philosophy of Direct Instruction (DI)

By: Siegfried "Zig" Engelmann

Direct Instruction (DI) is a model for teaching that emphasizes well-developed

and carefully planned lessons designed around small learning increments and clearly
defined and prescribed teaching tasks. It is based on the theory that clear instruction
eliminating misinterpretations can greatly improve and accelerate learning.

Its creators, Siegfried Engelmann and Dr. Wesley Becker, and their colleagues
believe, and have proved, that correctly applied DI can improve academic performance
as well as certain affective behaviors. It is currently in use in thousands of schools
across the nation as well as in Canada, the UK and Australia. Schools using DI accept a
vision that actually delivers many outcomes only promised by other models.

Direct Instruction operates on five key philosophical principles:

 All children can be taught.
 All children can improve academically and in terms of self-image.
 All teachers can succeed if provided with adequate training and materials.
  Low performers and disadvantaged learners must be taught at a faster rate than
typically occurs if they are to catch up to their higher-performing peers.
 All details of instruction must be controlled to minimize the chance of students'
misinterpreting the information being taught and to maximize the reinforcing
effect of instruction.

Why does DI work?

There are four main features of DI that ensure students learn faster and more
efficiently than any other program or technique available:

1. Students are placed in instruction at their skill level.

When students begin the program, each student is tested to find out which skills they
have already mastered and which ones they need to work on. From this, students are
grouped together with other students needing to work on the same skills. These groups
are organized by the level of the program that is appropriate for students, rather than
the grade level the students are in.

2. The program’s structure is designed to ensure mastery of the content.

The program is organized so that skills are introduced gradually, giving children a
chance to learn those skills and apply them before being required to learn another new
set of skills. Only 10% of each lesson is new material. The remaining 90% of each
lesson’s content is review and application of skills students have already learned but
need practice with in order to master. Skills and concepts are taught in isolation and
then integrated with other skills into more sophisticated, higher-level applications. All
details of instruction are controlled to minimize the chance of students' misinterpreting
the information being taught and to maximize the reinforcing effect of instruction.

3. Instruction is modified to accommodate each student’s rate of learning.

A particularly wonderful part about DI is that students are retaught or accelerated at

the rate at which they learn. If they need more practice with a specific skill, teachers can
provide the additional instruction within the program to ensure students master the skill.
Conversely, if a student is easily acquiring the new skills and needs to advance to the
next level, students can be moved to a new placement so that they may continue
adding to the skills they already possess.

4. Programs are field tested and revised before publication.

DI programs are very unique in the way they are written and revised before
publication. All DI programs are field tested with real students and revised based on
those tests before they are ever published. This means that the program your student is
receiving has already been proven to work.

The implementation of Direct Instruction and the five key philosophical principles will
introduce a crucial element in the school system: change.

Teachers will generally be required to behave differently than before and schools
may need an entirely different organization than they previously employed. Even staff
members will be called upon to alter some operations. The popular valuing of teacher
creativity and autonomy as high priorities must give way to a willingness to follow
certain carefully prescribed instructional practices. Remaining the same, however, are
the importance of hard work, dedication and commitment to students. And, it is crucial
that all concerned adopt and internalize the belief that all students, if properly taught,
can learn.

Fred Keller and Personalized System of Instruction

Personalized System of Instruction (PSI):

The teaching method described above is an example of the Personalized System of

Instruction (PSI) or the Keller Plan. It is distinguished by five features (Keller, 1968, p.
83).

(1) "the go-at-your-own-pace feature, which permits a student to move through the
course at a speed commensurate with his ability and other demands upon his time"

(2) "the unit perfection requirement for advance, which lets the student go ahead to
new material only after demonstrating mastery of that which preceded"
 (3) "the use of lectures and demonstrations as vehicles of motivation, rather than
sources of critical information"

(4) "the related stress upon the written word in teacher-student communication"

(5) "the use of proctors, which permits repeated testing, immediate scoring, almost
unavoidable tutoring, and a marked enhancement of the personal-social aspect of the
educational process."

The suggested ratio of students to proctors is 10:1. "Proctors are typically advanced
undergraduates who have taken the course in a previous semester and been selected
because of competence, interest and personal qualities which are hopefully attractive or
at least not abrasive" [Sherman, 1974, p. 38]. Why doesn't the instructor perform this
duty? Keller [1974a] noted that the gap of understanding between the student and the
teacher is often very wide; the proctor, with an intermediate level of knowledge, can
help bridge this gap, perhaps by finding valid logic in answers that would be overlooked
by the instructor and by reformulating written materials in more basic ways that a
student might better comprehend.

Let's look at each of the five features as they relate to your student concerns about
our hypothetical college course. First, the go-at-your-own-pace feature allows you to
study when it is convenient for you. Should your workload be especially heavy for
your other courses, then you can delay your study; but, at those times when your
workload is lighter, you can focus all your efforts on this course and move ahead
rapidly.

Second, the unit perfection requirement for advance relates to your concern about
not being sure about what you did and did not understand after writing your midterms
and how that might affect your learning more advanced material for your finals. Should
you pass any unit in this course, you will have done so at a 100% correct level; that is,
you will have mastered all the unit objectives. In other words, the course is structured
such that you cannot move forward until you have fully understood information that is
prerequisite to later units. Is this mastery requirement simply a different source of
stress? Perhaps, but you are not penalized in any way if you do fail at any point. You
simply go back and study, and then try again. Hopefully practice makes perfect.

Third, many of your concerns about lectures are addressed. In fact, you needn't
even worry about attending a lecture, the few times they are scheduled, unless you feel
motivated to do so. If the lecturer isn't good, if he doesn't entertain you in some way,
then forget it. You have nothing to lose.

Fourth, the focus on the written word eliminates miscommunication between you and
your instructors. What you need to know is specified in writing in the study objectives. If
it's not there, then you don't need to know it. And there can be no question about the
content itself, as was the case with your poorly worded notes from the lectures. Even
better, difficult text material, which you often skipped over with the intent of asking the
instructor or his T.A. about it (but never did), are elaborated in the study guide.

And finally, proctors are a source of on-line help. If you choose to study in class,
then they are available for consultation. And, after you write any test, you get to review
the answers individually with the proctor. This is the time, while the material is fresh in
your mind, when you feel best primed to discuss and defend your answers.

PSI is also known as the Keller plan.

First described by Fred Keller in Good Bye Teacher - Journal of Applied Behavior
Analysis (1968). It is composed of small self-paced modularized units of instructions
where study guides direct learners through the modules. Unit tests are given on each
module where the learners must show mastery by scoring at least a 90%. Student
proctors are used to help with individual problems and lectures are given for
motivational problems only. PSI combines mastery learning with principles of
reinforcement learning theory. Mastery learning requires that the desired student
performance be stated precisely using performance or learning objectives.

The modules can consists of reading assignments, films, audio tapes, field trips,
programmed instruction, conducting an experiment, conducting an interview, etc. The
performance evaluations can be essays, multiple choice, oral exams, written report, etc.
Although not required, bonus points are encouraged to be given to learners who
complete the tests in a timely manner since procrastination in a self-paced course is the
biggest problem.

Keller divided the process for creating PSI into four steps:

o Determine the material to be covered in the course.

o Divide the material into self-contained modules (segments).

o Create methods of evaluating the degree to which the learner has conquered the
material in a given module.

o Allow learners to move from module to module at their own pace.

The 4As of Adult Learning

Empowering Students: The 5E Model Explained

The 5E Model, developed in 1987 by the Biological Sciences Curriculum Study,

promotes collaborative, active learning in which students work together to solve
problems and investigate new concepts by asking questions, observing, analyzing, and
drawing conclusions.
 Teachers who can incorporate instructional models like the 5E Model into their
classrooms help students build a strong foundation of knowledge through active
participation.

When choosing an instructional model, teachers seek strategies that help students
gain a complete understanding of new concepts. They aim to engage students, motivate
them to learn, and guide them toward skill development. One of the ways to do that is
by incorporating inquiry-based approaches like the 5E Model, which is grounded in
active learning.

Research suggests that there is a set order of events that facilitates learning, known
as a learning cycle. Educators J. Myron Atkin and Robert Karplus argued in 1962 that
effective learning cycles involve three key elements: exploration, term introduction, and
concept application. “In their scheme, exploration allowed the learners to become
interested in the subject at hand, raise questions, and identify points of dissatisfaction
with their current understanding. Introduction of new ideas and terms, primarily by the
instructor, but negotiated by both instructor and students, followed. Finally, concept
application provided learners with opportunities within the classroom to apply their new
ideas, try out their new understandings in novel contexts, and evaluate the
completeness of their understanding,” according to Kimberly D. Tanner in the article
“Order Matters: Using the 5E Model to Align Teaching With How People Learn.”

Theoretical Foundations

The findings of Atkin and Karplus directly informed the creation of the 5E Model,
which focuses on allowing students to understand a concept over time through a series
of established steps, or phases.

These phases include:

1. Engage
2. Explore
3. Explain
 4. Elaborate
5. Evaluate.

The following is an overview of the five phases of the 5E Model.

ENGAGE

In the first phase of the learning cycle, the teacher works to gain an understanding of
the students’ prior knowledge and identify any knowledge gaps. It is also important to
foster an interest in the upcoming concepts so students will be ready to learn. Teachers
might task students with asking opening questions or writing down what they already
know about the topic. This is also when the concept is introduced to students for the first
time.

EXPLORE

During the exploration phase, students actively explore the new concept through
concrete learning experiences. They might be asked to go through the scientific method
and communicate with their peers to make observations. This phase allows students to
learn in a hands-on way.

EXPLAIN

This is a teacher-led phase that helps students synthesize new knowledge and ask
questions if they need further clarification. For the “Explain phase” to be effective,
teachers should ask students to share what they learned during the “Explore phase”
before introducing technical information in a more direct manner, according to “The 5E
Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching.”
This is also when teachers utilize video, computer software, or other aides to boost
understanding.

ELABORATE

The elaboration phase of the 5E Model focuses on giving students space to apply what
they’ve learned. This helps them to develop a deeper understanding. Teachers may ask
students to create presentations or conduct additional investigations to reinforce new
skills. This phase allows students to cement their knowledge before evaluation.
EVALUATE

The 5E Model allows for both formal and informal assessment. During this phase,
teachers can observe their students and see whether they have a complete grasp of the
core concepts. It is also helpful to note whether students approach problems in a
different way based on what they learned. Other helpful elements of the Evaluate phase
include self-assessment, peer-assessment, writing assignments, and exams.

The 5E Model is based on the constructivist theory to learning, which suggests

that people construct knowledge and meaning from experiences. By understanding
and reflecting on activities, students are able to reconcile new knowledge with previous
ideas. According to subject matter expert Beverlee Jobrack, “Educational movements,
such as inquiry-based learning, active learning, experiential learning, discovery
learning, and knowledge building, are variations of constructivism.”

In the classroom, constructivism requires educators to build inquiry, exploration, and

assessment into their instructional approach. In many ways, this means the teacher
plays the role of a facilitator, guiding students as they learn new concepts.

The 7E Instructional Strategy

The 7E instructional model is a comprehensive framework that integrates various

teaching methods, such as cooperative learning, group work, lectures, laboratory
investigations, and direct instruction (Balci et al., 2011). This approach encourages
students to reflect on their beliefs and acquire new knowledge while correcting
misconceptions through improved cognitive processes (Bulbul, 2010).

The 7E learning cycle is designed as a student-centered, inquiry-driven strategy

that promotes effective conceptual understanding through a sequence of seven phases
(Eisenkroft, 2003). These phases—Engage, Explore, Explain, Elaborate, Evaluate,
Extend and evolve—help students address misconceptions through exploration and
facilitate clarification with the assistance of the teacher. This process may involve
evaluating students' understanding against recognized scientific principles and applying
their knowledge to new situations (Gok et al., 2014).

The model encompasses a variety of methodologies aimed at helping students

construct new knowledge, including collaborative learning, group projects, hands-on
laboratory experiences, and direct instruction—all with the goal of enhancing cognitive
clarity (Bulbul, 2010; Balci et al., 2011). Furthermore, the 7E model, rooted in
constructivist theories, fosters student interaction that encourages collaborative
discussions, thereby enriching their understanding of concepts (Zimmerman, 2007).
This collaborative engagement likely improves students' conceptual understanding,
either through insights gained during discussions or by benefiting from knowledgeable
peers within their groups (Smith et al., 2008). As a student-centered pedagogical
approach, the 7E model significantly boosts student satisfaction, self-reported
engagement, and academic performance (Armbuster, 2009).

The 7Es of teaching is a framework that outlines effective instructional strategies to

enhance student learning. The 7Es refer to the following phases:

1. Engage: Capture students’ interest and stimulate their thinking. This might involve
posing a thought-provoking question or presenting a problem.

2. Explore: Allow students to investigate concepts and engage in hands-on

activities. This phase encourages inquiry and exploration in a collaborative environment.

3. Explain: Help students articulate their understanding of the concepts. This could
include direct instruction, discussions, or multimedia presentations.

4. Elaborate: Extend students’ understanding by applying concepts to new

situations. This phase can involve project-based learning or real-world applications.

5. Evaluate: Assess students’ understanding and skills. This could include formative
assessments, quizzes, or reflective activities.

6. Extend: Encourage students to make connections beyond the classroom. This

phase encourages them to explore further or apply their learning in different contexts.
 7. Evolve: Reflect on the learning process and adapt teaching strategies. This
promotes continuous improvement for both students and educators.

Each phase is crucial for creating a comprehensive learning experience that

promotes deep understanding and critical thinking.