INDUCTIVE TEACHING

•Socratic

•rule-discovery

•bottom-up
      Specific examples → Practice → General rule
• student-centred

• allows learners to become deeply

involved in classroom

• offers potential for reflection

• Experiential learning (learning-and-doing) - Students feel
more important, are less passive, and do not get bored so
easily during the lesson.

• Therefore, the inductive technique can render great

service to teachers who have problems with keeping their
students disciplined, concentrated and occupied, as it
partly obviates these problems.
 Advantages:

• Students can work out the rules from examples by

themselves greatly increases learners’ motivation, makes
them attentive, more actively involved in and confident and
enthusiastic about the learning process rather than simply
passive recipients, and at the same time contributes to its
effectiveness
Brudnik et al. (2000) note that:

Students generally remember approximately 10% of what

they read, 20% of what they hear, 30% of what they see,
50% of what they hear and see, 70% of what they say, and
90% of what they do by themselves
LEARNING PYRAMID
 Tell me and I forget,
Teach me and I remember,
Involve me and I learn.

(Confucius)
 1. Concept Attainment
-Teaching strategy in which a teacher conveys the meaning of a
concept by providing pairs of positive and negative examples.

- Once examples are provided:

*The student is required to identify a common attribute found within
each positive example.

-Once the common attribute is identified:

* The students uses Categorization Behavior
DISCOVERY LEARNING
PROBLEM BASED LEARNING