APPROACHES, STRATEGIES, METHODS AND TECHNIQUES
B) INDIRECT INSTRUCTION, INDUCTIVE METHOD TOPIC: Imagery
Steps:
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 story and underline sentences and passages where the author used imagery.
B) INDIRECT INSTRUCTION, INDUCTIVE METHOD TOPIC: Imagery
Steps:
1) The teacher dramatically reads aloud a short story, asking students that whenever they can picture something or see an image in their minds to put a star by those words.
2) Then, students partner up and draw a picture to go with each star they have in common. After this, 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, asks each group to write a definition for imagery together. Each group then shares the definition with the whole class.
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Differences of deductive and direct instruction and inductive and indirect instruction:
Deductive and Direct Instruction
Begins with -the abstract, rule, definition, generalization, unknown and ends with experience, examples, details, known
Abstract, rule, definition, Experience, examples, generalization, unknown details, known
Inductive and Indirect Instruction
It begins with the concrete, experience, examples, details, known and ends with rule, definition, generalization or conclusion.
Experience, examples, Abstract, rule, definition, details, known generalization, unknown
*In terms of students’ interaction, 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 generalization or 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.
Which is the best method?
There is no such thing as better or best method. The best method is the method that works, the method that is effective, the method that will enable the teacher to realize his/her intended outcome. The effectiveness of a method is dependent on many factors such as: l) teacher's readiness, 2) learners' readiness, 3) nature of the subject matter, 4) time allotment for a subject.
The inductive-indirect method is superior to the deductive-direct method in terms of learners' engagement. This method is more in keeping with the time-tested principle that learning is an active process. The more a learner is engaged in the learning process, the better his/her learning. However, there are times when the inductive or indirect method does not work. In cases, when learners are not yet capable of drawing generalizations or abstractions, you
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may employ all facilitating skills you have learned but students can't draw and state the generalization or abstraction you ask for, so you will end up giving the generalization yourself after spending so much time asking them questions to help them draw the generalization.
Another instance, when the inductive-indirect method may not be advisable is when subject matter is quite difficult, very new or no reading material is readily available. In short, you, the teacher, are the only one knowledgeable about the subject. No matter how well-formulated your questions are, if your students practically know nothing about the subject, there is nothing substantial that you can get. You can't squeeze blood out of turnips.
Manipulative skills like dancing tango, focusing the microscope, playing the guitar, cooking a recipe are better taught with the direct method.
Cognitive content like the law of the conservation of matter and energy, the laws of the land (unless the discussion is on the constitutionality or the unconstitutionality of the law or propose amendment to the law) are better taught with the direct method. The objective of the study of these laws is understanding to the point of mastery. In the College of Medicine and the College of Law, direct or deductive instruction is usually used.
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. It is better for teachers not to use inductive if they do not have the luxury of time.
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. The use of the inductive and indirect method is highly advocated 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 the time allotted allows the teacher to have maximum student interaction.
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Activity 04. A. Choose the letter of the correct answer. Write the answer on the space provided before each number. Use capital letters (10 items, 1 point each).
_________1. In using the direct instruction, which of the following is the last step that the teacher will do?
A) Demonstrate the skill correctly C) Attend to skill transfer
B) Provide guided practice D) Review the objectives given in the instruction
_________ 2. Which of the following statement is correct?
A) Direct instruction helps students master problem solving B) Direct instruction helps students master self-discipline’
C) Direct instruction helps students master basic skills
D) Direct instruction helps students master conceptual information
_________ 3. Which of the following topics necessitates the use of direct instruction?
A) The Constitutionality of Charter-Change B) Re-igniting the Passion for Teaching C) Bike Maintenance and Repair
D) The Urgency of Promoting Gender Awareness
_________ 4. Which of the following does a teacher do using the inductive method?
A) Assesses C) Facilitates
B) Lectures D) Coaches
________ 5. If a teacher has not mastered the content yet, which of the following should he/she used?
A) Inductive method C) Inductive first then deductive B) Deductive method D) Deductive first then inductive ________ 6. When a teacher starts the lesson with the guiding principles on
curriculum development, which method is being utilized?
A) Direct and indirect C) Indirect B) Indirect provided examples are given D) Direct
________ 7. Which of the following is the role of the teacher in the direct instruction?
A) Lecturer C) Facilitator
B) Coach D) Proctor
________8. Which of the following statement is true?
A) The Mother Tongue-based Multilingual Education (MTB-MLE) uses
deductive at first then shifts to inductive in since it starts from the known to the unknown.
B) The Mother Tongue-based Multilingual Education (MTB-MLE) uses inductive then gradually shifts to deductive method since it starts from the known to the unknown.
C) The Mother Tongue-based Multilingual Education (MTB-MLE) is deductive in method since it starts from the known to the unknown.
D) The Mother Tongue-based Multilingual Education (MTB-MLE) is inductive in method since it starts from the known to the unknown.
________ 9. Which of the following statement is correct?
A) Inductive method is better than deductive method, thus, teachers should use it.
B) Constructivist teaching promotes active learning environment through hands-on learning experiences.
C) In the MTB-MLE, teaching begins with the use of a language foreign to the learners.
D) Discrimination is highly observed in the constructivist classroom.
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_________ 10. Which of the following is correct about the concept of spiral progression?
A) As learning progresses, more and more details are introduced.
B) Learning topics are stagnant; it is the same for all grade levels.
C) Teaching is done in the child’s first language.
D) Active learning environment promotes hands-on learning experiences.
B. Answer the following questions briefly but coherently. Answers directly lifted from any internet source will not be considered (2 questions, 10 points each).
1. Using your own words, explain the principle of the learner-centered approach in teaching.
2. Between deductive-direct and inductive-indirect methods, which should be used by a beginning teacher? Justify your answer.
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Learning Outcome:
• Prepare a lesson plan applying the principles of teaching and assessment in lesson planning which was already discussed in the previous Professional
Education subjects.
REVIEW ON LESSON PLANNING:
Importance of an Instructional/ Lesson Plan
-No instructional plan is a magical elixir that will guarantee one hundred
percent learning. It is important however, to have a written instructional plan as it is an antidote to aimlessness. It prevents teachers like us from becoming like a classroom drift that is merely tossed by winds and the waves of our whims and caprices.
Types of Instructional/Lesson Plan
-Instructional plans may include: yearly, term, unit, weekly and daily plan. As you are still on your journey of learning the art of becoming good teachers, you are encouraged to prepare daily lesson plans so that you will master the skill.
Usually, lesson plans have common parts which include the following:
1. The lesson/ instructional plans begin with objective, standard, outcome, purpose, where and why;
2. Subject matter/ what they will be learning 3. Steps in lesson development which include:
-activities, application, summary;
-hook and hold; explore and experience, enable and equip; reflect, rethink, revise; evaluate work and progress; tailor and personalize the work; organize for optimal effectiveness;
-modelling, guided practice, checking for understanding, independent practice closure
4. Evaluation/ checking for understanding; self- evaluation
*Note: For the lesson that you will be designing for this class, use the format introduced in your Professional Education Subjects.
References:
Corpuz, B. & Salandanan, G. (2003). Principles and Strategies of Teaching. Adriana Printing Co., Inc.