Brief Explanation of Inductive Teaching Strategies

In inductive teaching philosophy allows learners to discover and experience phenomenon to achieve learning on their own.

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Discovery Teaching and Inquiry-Based Teaching are other strategies associated with Inductive Teaching. As the terms suggest, the learners are provided with opportunities to observe, experience, raise questions and formulate generalizations from the learning experience that they are exposed to. It is up to the teacher to create and present activities for the students to generate sound generalizations. And while the students are in the exploration process, the teacher must guide them so that ambiguities may be avoided.

Why Use Inductive Teaching?

Since information is not directly supplied by the teacher, the students are given more avenues to think and make sense out of what they have observed and experienced. Independent thinking is developed in this strategy, and the students learn to analyze and process the information. Higher Order Thinking Skills are utilized, and authentic learning is achieved.

Inductive teaching allows opportunities for students to interact with each other. Brainstorming, Buzz Sessions, and experiments are just some examples of Inductive teaching methods may be applied. Since the students get to collaborate in discovering and learning a concept, they get to improve their personal and social skills. And the road to learning becomes more fun, enriching and interactive for them.

Stages of Learning

These are the stages that a learner goes through in Inductive Teaching. They may overlap at certain points.

1. Presentation of the area that is to be studied – The students must be given the most relevant and actual area where they would do the exploration.

2. Gathering and evaluating the data gathered – After the observation process, evidences of learning must be collected and scrutinized for their relevance.

3. Creating ideas based on the learning experience – The students now produce questions or share their opinions about the topic.

4. Producing hypotheses – The questions are refined and presented as hypotheses that are to be tested.

5. Verifying the concepts gathered – This is done by testing the hypotheses created. By simply applying past schema, the students will be able to appropriateness of the hypotheses that they made.

6. Utilization of the concepts learned – After the acquisition of new knowledge, the students are given concrete opportunities to apply it.

Putting It All Together

Students retain information longer when they were acquired by means of self-discovery and experience. The learning process becomes meaningful for them, as they are able to take active part in it. With Inductive Teaching, students are taught how to learn through the means that work for them.

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