(Inductive, Deductive and Abductive

methods of Teaching)

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    An inductive approach to teaching language starts with examples and asks learners to find rules. It can be compared with a deductive approach that starts by giving learners rules, then examples, then practice.

Example
Learners listen to a conversation that includes examples of the use of the third conditional. The teacher checks that the students understand the meaning of its use through checking learners' comprehension of the listening text, and only after this focuses on the form, using the examples from the text to elicit rules about the form, its use and its pronunciation.

In the classroom
Inductive approaches to presenting new language are commonly found in course books, and form part of a general strategy to engage learners in what they learn. Some learners may need introduction to inductive approaches since they may be more familiar, and feel more comfortable, with a deductive approach. The deductive method of teaching means that the teacher presents the rule, gives a model, then the learners do free practice and answer exercises.

 Definitions:

Induction:

       From The Oxford English Dictionary (OED); to induce (in relation to science and logic) means “to derive by reasoning, to lead to something as a conclusion, or inference, to suggest or imply,” and induction “as the process of inferring a general law or principle from observation of particular instances.”

Abduction:

    Another version is the “adducing (pulling together) of a number of separate facts, particulars, etc. especially for the purpose of proving a general statement.”

Deduction:

     The OED definition of to deduce is “to show or hold a thing to be derived from etc…” or “to draw as a conclusion from something known or assumed, to infer”;

    Deduction thus, is “inference by reasoning from generals to particulars,” or “the process of deducing from something known or assumed…”

Differences:

Induction and deduction are pervasiveelements in critical thinking. They are alsosomewhat misunderstood terms.Arguments based on experience or observation are best expressed inductively, while argumentsbased on laws or rulesare best expressed deductively.Most arguments are mainly inductive. In fact, inductive reasoning ususlly comes much more naturally to us than deductive reasoning.

    Inductive reasoningmoves from specificdetails and observationsto the lore general underlying principles or processes that explain them(e.g., newton"s law of Gravity). The premises of an inductive argument  are believed to support the conclusion, but don't ensure it. Thus, the conclusionof an indsuctionis regarded as a hypothesis.In the inductive method, also called the scientific method, observation of nature is the authority.

     In contrast, deductive reasoning typically moves general treuths to specific conclusionn. It opens with an expansive explanationand continues withpreediction for specific observations supporting it.Deductive reasoning is narrow in nature and is concerned withtesting or confirming a hypothesis.

     Deductive reasoning leads to a confirmation(or not) of our original theories. It guarantees the correctness of a conclusion. Logic is the authorityin the deductive method.

Deductive reasoning:

        Deductive reasoning works from the "general" to the "specific". This is also called a "top-down" approach. The deductive reasoning works as follows: think of a theory about topic and then narrow it down to specific hypothesis (hypothesis that we test or can test). Narrow down further if we would like to collect observations for hypothesis (note that we collect observations to accept or reject hypothesis and the reason we do that is to confirm or refute our original theory).

       In a conclusion, when we use deduction we reason from general principles to specific cases, as in applying a mathematical theorem to a particular problem or in citing a law or physics to predict the outcome of an experiment.

Inductive reasoning:

       Inductive reasoning works the other way, it works from observation (or observations) works toward generalizations and theories. This is also called a “bottom-up  approach. Inductive reason starts from specific observations , look for patterns, regularities (or irregularities), formulate hypothesis that we could work with and finally ended up developing general theories or drawing conclusion.

      In a conclusion, when we use Induction we observe a number of specific instances and from them infer a general principle or law. Inductive reasoning is open-ended and exploratory especially at the beginning. On the other hand, deductive reasoning is narrow in nature and is concerned with testing or confirming hypothesis.

Properties of Deduction

     In a valid deductive argument, all of the content of the conclusion is present, at least implicitly, in the premises. Deduction is non ampliative. If the premises are true, the conclusion must be true. Valid deduction is necessarily truth preserving.

     If new premises are added to a valid deductive argument (and none of its premises are changed or deleted) the argument remains valid. Deductive validity is an all-or-nothing matter; validity does not come in degrees. An argument is totally valid, or it is invalid.

Properties of Induction:

       Induction is ampliative. The conclusion of an inductive argument has content that goes beyond the content of its premises. A correct inductive argument may have true premises and a false conclusion. Induction is not necessarily truth preserving.

Use Inductive Teaching Methods to

Enhance Your Effectiveness with Kids

Introduction

Throughout the years I have used inductive teaching methods to teach students concepts and generalizations. 

I present students with data, ask them to make observations of that data, and on the basis of those observations, I ask students to state the concept or generalization that I'm teaching.

Planning the Activity

First, I determine the concept or generalization to be taught. For the purpose of this brief demonstration, I will select the generalization, "The end punctuation mark is placed inside the quotation mark in direct quotations." 

With the point of the lesson firmly in mind, I select examples that support this generalization. I prepare a list of sentences that illustrates correctly punctuated sentences in direct quotations. 

I open Microsoft Word on my laptop and turn on the digital projector that's connected to it. I'm ready to begin the lesson.

Executing the Activity

I begin by typing my first example sentence: "Stop!" Shannon's father yelled as the girl ran toward the street.

I say to the class, "Tell me what you notice about this sentence." 

The first student says, "It's written in English." 

"You're absolutely right!" I respond enthusiastically, as I type his response for all to see. "What else do you notice about this sentence?" 

Someone else says, "It has eleven words in it." 

"Does it? Let's see," I respond. I look at the screen and count the words out loud. Then I say, "Well, yes it does! You are correct!" Then I type that observation on the screen.

Of course, what I have collected up to this point, has very little to do with punctuation in direct quotations. But, by encouraging students to make observations, I am helping them to develop their observational skills and encouraging them to participate--even those who don't normally do so. 

I continue collecting observations, and we end up with this:

Now it's time for me to type in my second example sentence. I click back to the top of the screen and insert this new sentence under the first example: Gerald asked, "Is this assignment due tomorrow?" 

"What do you notice about this new sentence?" I ask the class. I continue in this manner by recording student responses and adding additional examples. Eventually, I have a relatively long listing of observations, a few of which are shown here:

It's time to steer students into the point of the lesson. I do this by asking students how their observations are alike. 

Now, we have this: 

View Other Resources:        

1-TILO Project.

2-Active learning 1

3- Active learning 2

5-Critical Thinking 1

6- Critical thinking 2

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English Teaching Forum 2007, Volume 45, Number 3