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The Teaching Approaches of The Subjects in The K To 12 Curriculum
The Teaching Approaches of The Subjects in The K To 12 Curriculum
Grade 3- organize and interpret data presented in tables and bar graphs
Grade 6 construct, read and interpret a line graph and its corresponding
table of data and solve' problems involving data from a table and a line graph;
make simple predictions of events based on a probability experiment (Source:
DepEd K to 12 Curriculum Guide, Math)
In contrast to the deductive method, in the inductive method your begin your
lesson with the examples, with what is known, with the concrete and with details. You
end with the students giving the generalization, abstraction or conclusion.
Examples:
1. For a lesson on the law of supply and demand, you start by‘ giving many
instances that illustrate the law then with your questioning skills the class will
arrive at a general statement showing the relationship of supply and demand
which is actually the law of supply and demand in economics.
2. For the lesson on deriving the area of a rectangle, you proceed this way: present
at least five rectangles of different lengths and widths with computed areas; then
you ask the class how the areas were derived; finally ask them to state in a
sentence how the area of a rectangle is derived.
3. For the lesson on subject-verb agreement, you give sentences that make use of
s-verb form and the non-s verb form for subjects in the third person. (Don’t bring
in I, You as subjects yet to avoid confusion. That will be another lesson on
subjects verb agreement). Based on the sentences, you ask the students to state
the rule on the 'use of s-verb and non-s verb form
4. For the lesson on pollination, you show them a video, clip of the process of
pollination. Make your students view the process of pollination, then ask them to
state in a sentence what the process of pollination is.
To enable the students to derive the rule, state the formula 01' give the
definition, be sure you gave enough examples, illustrations, details for them to be
able to see a pattern and come up with a generalization or rule or definition.
After describing these methods, we can see that direct end deductive
touching go together while indirect end Inductive teaching also go together.
Here is a more detailed example of lesson taught and deductively then
taught inductively.
The topic is imagery. This direct instruction, deductive teaching.
1. The teacher begins by presenting students with a definition for imagery.
2. The Teacher gives an example of it.
3. Then he/she instructs students to read a short and underline sentences and
passages where the author used imagery.
The same topic is taught using indirect instruction and inductive method.
1. The teacher dramatically reads aloud a short story, asking students
that whenever they can picture something-see an image in their minds-
put a star by those words.
2. Then, students partner up and drew a picture to go with each star they
have in common. After thus, pairs of students team up (in groups of
four) and share what they’ve drawn. The teacher asks them to also
discuss in their groups how seeing these pictures in their minds made
the story more interesting.
3. The teacher finally reveals that this is called imagery, and rather than
provide a definition for imagery together. Each group then shares the
definition with the whole class.
The contrast of deductive and direct instruction and inductive and indirect
instruction is summarized below:
Begins with the abstract, rule, definition, generalization, unknown and ends with
experience, examples, details, known
Begins with the concrete, experience, examples, details, known and ends with
rule, definition, generalization or conclusion.
Obviously, the inductive and indirect method give more opportunities for students
to participate in the learning process. In the inductive-indirect method, the students are
made to study details, examples or concrete experiences, make sense of these details
and state in their own words relationships that they see. The teacher does not tell the
pattern in the details nor does he/she state the generalization and rule but leads the
students to the generalizations rule with her/his questioning skills.
In the deductive and direct method, the teacher tells directly the rule and the
generalization and follows it up with concrete examples and illustrations. The students
are engaged in the drills-mental or physical-that come after the teacher has told them
what they need to know or demonstrated that which they should be able to do.
The inductive and indirect method require more time than the deductive and
direct method. Time is needed for students to interact, think, analyze and do
abstraction. If you don’ t have the luxury of time for one reason or another, it '3 wise not
to go inductive.
The readiness of the teacher to employ the inductive and indirect method is
crucial. A method may be superior in terms of interaction but if the teacher lacks the
facilitating skills for its effective use, insisting on its use may court disaster. In short, we
advocate the use of the inductive and indirect method because it is more engaging and
interactive. However, to ensure its effective use, both students and teacher must be
ready, the subject matter is something the students have knowledge about, and that
time allotted enables you have maximum student interaction. '