Deductive Method

Quick! Count the number of times that the letter F appears in the following sentence:

“Finished files are the result of years of scientific study combined with the experience of years.”

How many did you find?

Almost everyone guesses three. Why? It seems that the brain cannot correctly process the word "OF". The letter F usually makes the "f" sound, like in "fox". However, in the word "of", it makes a "v" sound. Somehow, your brain overlooks the word "of" as it scans for the sound of "f".

DEDUCTIVE METHOD

INDUCTIVE METHOD

Reporter:Regeene Mae D. CabreraMAIT

DEDUCTIVE METHOD OF TEACHINGDEDUCTIVE METHOD OF TEACHING

• Definition• Steps• Merits• Demerits• Application

Deductive Approach...

Deductive approach to instruction is a more teacher-centered approach. (Goner, Phillips, and Walters )

A deductive approach starts with presentation of a rule and is followed by example in which the rule is applied

(Thornburry, 2011)

The deductive approach represents a more traditional style of teaching in that the grammatical structures or

rules are dictated to the students first (Rivers and Temperley ). Thus, the students learn the rule and apply it

only after they have been introduced to the rule.

RULE-DRIVEN Learning

• General rule to specific instances• Unknown to know• Abstract rule to concrete instance• Complex to simple

Deductive approach proceeds from:

Steps in Deductive Approach

RULES

EXAMPLES

PRACTICE

1. The rules should be true;2. the rules should show clearly what limits are on the

use of a given form ;3. the rules need to be clear;4. the rules ought to be simple;5. the rules needs to make use of concepts already

familiar to the learners; and6. the rules ought to be relevant.

Most importantly, when the rules are presented in the deductive approach, the presentation should be illustrated with examples, be short, involve students’ comprehension and allow learners to have a chance to personalize the rule.

Some guidelines for when the rule is presented. (Thornbury, 1999)

In English.....• When teaching a

new 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.

RULE

EXAMPLES

PRACTICE

In Mathematics...

• Clear recognition of the problem

• Search for a tentative hypothesis

• Formulating of a tentative hypothesis

• Verification

RULE

EXAMPLES

PRACTICE

MERITS

In English.....• It is effective with

students of a lower level, who are beginning to learn the basic structures of the language, or with students who are accustomed to a more traditional style of learning and expect grammatical presentations.

In Mathematics...• It is short and time saving

method.• This method is useful for

revision and drill work• There is use of learner’s

memory• It is very simple method• It provides sufficient

practice in the application of various mathematical formula and rules.

• The speed and efficiency increase by the use of this method.

DEMERITS

In English.....• It is less suitable

for upper level language students, for presenting grammatical structures that are complex in both form and meaning, and for classrooms that contain younger learners.

In Mathematics...• It is not easy to understand• It is not suitable for

beginners.• It encourages cramming.• It puts more emphasis on

memory.• It is not found quite

suitable for the development of thinking, reasoning, and discovery.

• Deductive approach is suitable for giving practice to the student in applying the formula or principles or generalization which has been already arrived at.

• This method is very useful for fixation and retention of facts and rules as at provides adequate drill and practice.

Applicability of Deductive Approach:

The Features of the Deductive Technique Used in a Vocabulary Lesson

• a. Concepts to be Developed:The definition of antonyms and synonyms,

and the difference between them.

• b. Instructional Goals:(i) Students will compare word pairs,

namely antonyms and synonyms, and the distinction between them.

(ii) Students will provide the teacher with examples that show their understanding of the concepts.

The Lesson Plan

• a. Presentation of the abstractionStep 1: In this phase, the teacher stated the

objective of the lesson clearly by defining the concepts and applying them to adjectives with which the students were familiar. The definition were like this:

Synonym is a word pair that means the same. (wealthy, rich)

Antonym is a word pair that means the opposite. (strong, weak)Next, he displayed the following structural outline to capture the students' attention, (see figure 2).

Report on the Cognitive Underpinnings of the Lesson

• b. InterpretationStep 2: The abstraction was further illustrated with

a number of examples. The teacher first wrote words on the board in two columns, using adjectives like famous, cause, confused, alive, upset, wonderful, reason, well-known, dead, calm, lost, and terrible. These words represented a variety of adjectives which could be sorted out into synonym or antonym word-pairs. He then proceeded to ask students whether the words belonged - or did not belong - to the concepts of antonym and synonym as had been explained at the beginning of the lesson.


He asked students to use their knowledge to match the adjectives, asking questions like:

• Do these two words "reason", "alive" belong together?

• What matches the word lost?• What can we say about words like

famous and well-known?• Using our new understanding of word-

pairs, what can we deduce about a word-pair like dead and alive?


Step 4: The lesson ended with the teacher asking the students to sum up what they learned throughout the lesson saying:

Today, we have learned about word pairs which are divided into ... and ... . Synonyms mean ... and antonyms mean .... Examples of synonyms are ... ,... and examples of antonyms are ...,... .


c. Applications of the Abstraction:Step 3: This phase is identical to the application

phase of Step 4 in the inductive previous lesson. Students were asked to provide additional examples of the concepts on their own. The teacher asked the students saying:Who can give me more examples of synonyms?Who can give me more examples of antonyms?


Finally, an assignment was given to them to be turned in next day. This consisted of a story written by the teacher, rich in similar and contrasting adjectives.

The students were asked to find the synonyms and antonyms contained in the story, and to match them.


CONCLUSION

Deductive Approach(Rule-driven, top-down):

General Rule → Specific Examples → Practice

ACTIVITY:

1. Choose a topic.2. Use deductive method.

(RULES-EXAMPLES-PRACTICE)

Krashen, S.D. & Terrell, T.D. (1983).The natural approach: Language acquisition in theclassroom. London: Prentice Hall Europe.- Nunan, D. (1991). Language Teaching Methodology. Hertfordshire: Prentice Hall International.-

Shaffer, C. (1989). A comparison of inductive and deductive approaches to teaching foreignlanguages. Modern Language Journal 73(4): 395-403.- Shih, J.Y. (2008). Effects of Inductive and Deductive Approaches in Grammar Instruction for Junior High School students of Differing

English Proficiency.Unpublished MA Thesis, Institute of Commerce. Pingtung, Taiwan. Richards, J. and Rodgers, T. (2001). Approaches and methods in language teaching . Cambridge:Cambridge University Press.-

Goner, Phillips, and Walters. Teaching Practice Handbook: Structures: Grammar and Function. Heinemann, 1995. 129-138.

Rivers, Wilga M., Temperley, Mary S. A Practical Guide to the Teaching of English as a Second or Foreign Language. Oxford University Press, 1978. 110.

References

THANKS

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Deductive Method