ISABELA STATE UNIVERSITY- ECHAGUE

Echague, Isabela
Graduate School
Master of Arts in Education Major in Social Science

VISITACION SUNSHINE S. BARADI

Student
CATALINA M. RODRIGO,Ph.D
Subject Professor

TEXT OF REPORT

A COMPARISON BETWEEN DIRECT AND INDIRECT APPROACHES

DIRECT APPROACH INDIRECT APPROACH

 Makes use of expository strategy  Makes use of exploratory strategies
 Teacher centered  Aimed at generating knowledge for
 Direct transmission of information experience
from teacher  Learner-centered
 Teacher-controlled  Students search for information with
 Highly structured teacher’s supervision
 Content-centered  Learner controlled
 Learner is passive, receives ready  Flexible organized
information from the teacher  Experience Oriented
 Learner is active in search of
information

A. METHODS OF TEACHING USED IN THE DIRECT INSTRUCTION

APPROACH

1. DEDUCTIVE METHOD: involves the learners being given a general rule, which is
then applied to specific language examples and honed through practice exercises. An
inductive approach involves the learners detecting, or noticing, patterns and working out
a 'rule' for themselves before they practise the language.

 STEPS IN THE INSTRUCTION:

1. Statement of the problem: Teacher tells what the problem is.
2. Statement of generalization: recall of rule/principle/generalization that
may help solve problems identified.
3. Inferring: looking for the principle/rule/generalization that fits the solution
of the problem.
4/ Verification: establishing validity using references/materials

2. SHOWING METHOD/DIRECT METHOD: a teacher-centered strategy that uses

teacher explanation and modeling combined with student practice and feedback to teach
concepts and skills; follows these steps:

 STEPS IN THE INSTRUCTION:

1. Introduction: review of prior learning
2. Presentation: explaining the new concept/modeling the skill
3. Guide practice with necessary feedback: practice exercises to firm up
learned skills
4. Independent practice: more practice of the skill on concept learned for
retention and transfer.

3. LECTURE-DISCUSSION/EXPOSOTORY METHOD: designed to keep learners

understand relationships among organized bodies of knowledge; follows these steps:

 STEPS IN THE INSTRUCTION:

1. Planning:
 Identifying Goals
 Diagnosing student background
 Structuring activities
 Preparing advance organizers
2. Implementing
 Introduction- defining the purpose of the lesson, sharing of
objectives and overview to help students see the organization of the
lesson.
 Presentation
 Defining/explaining major ideas
 Comprehension monitoring
 Integration
 Review and closure
 Summarizing the lecture

4. DEMONSTRATION METHOD: a tell and show method.

 STEPS IN THE INSTRUCTION:

1. Preparation
 Motivation
 Identify objectives/problems/procedure
2. Explanation of Concepts/ Principles/Theory
3. Demonstration of concept/process by the teacher while students observe
and take down notes.
4. Discussions of students observations
5. Verification/justification/conclusion

B. METHODS OF TEACHING USED IN THE INDIRECT INSTRUCTION

APPROACH

1. INDUCTIVE APPROACH: It the discovery learning strategy where lesson

progresses from observations to generalizations; involves many observable cases or
instances that can be compared by the learners where students from own conclusions/
generalizations/rules/principles or formulas; used when the generalizations are important
enough to justify the time spent to the lesson.

2. IINQUIRY/PROBLEM SOLVING METHOD:Engages learners in critical thinking

analysis and problem solving/investigative work.

 STEPS IN THE INSTRUCTION:

1. Presentation and clarification of a problem/issue of inquiry
 Presentation of objectives
 Statement of the problem
 Clarification of the problem
2. Formulation of Hypotheses
 Giving tentative solutions to the problem/query
 Clarify hypotheses
3. Gathering Data
 Select references /sources of data/information
 Appraise and organize the needed information to answer the
problem solving
4. Testing Hypotheses
5. Formulating Conclusion
6. Application
 Solving problems using rule/principle etc. in new situation

3. LABORATORY/INVESTIGATIVE METHOD: provides hands-on experience

about materials or facts from research, investigation or experiences.

 STEPS IN THE INSTRUCTION:

1. Preparatory
 Motivation
 Orientation to the work/activity
 Presentation of materials
 Precautionary measures
2. Supervised Work Period/Laboratory
 Students work on the problem
 Teacher supervises the students work
3. Culminating Activities
 Reporting of group work/result/findings
 Discussion of the process/findings
 Formulation of generalization, rule, concepts
 Application of the discussed concepts/generalization to new
situation
4. DISCOVERY TEACHING METHOD:
 Teacher facilitates discovery
 Learners participate actively in the learning process
 Learning depends on students own insights, reflections and
experiences (discovery learning)
 STEPS FOLLOWED IN THE DEDUCTIVE DISCOVERY METHOD:
1. Observe and discuss specific examples
2. Identify and describe common elements of features
3. Discuss other examples and role common elements
4. State main ideas based on the common elements against the new examples elements

 STEPS FOLLOWED IN THE INDUCTIVE DISCOVERY METHOD:

1. Present an idea that can be verified against evidences
2. Learners gather/collect finds supporting evidences or examples
3. Reasoning/Justify why a certain evidences to support the given idea.

5.PROJECT METHOD:
 A significant practical unit of activity
 Involves planning and carrying out of the planned activities
 Students complete certain task in a natural manner
 Involves the use of physical materials to complete a task
 Energizes students to evaluate own and others works (projects) objectively
based on developed criteria.

 STEPS FOLLOW:
1. Purposing
 Statement of objectives of the projects
 Explain the nature of the project
 Teacher and students decide on the activities cooperatively
2. Executing
 Student carry out the activities as planned under the guidance of the
teacher
3. Evaluation
 Viewing of finished project
  Evaluation by teacher and students based on some decided criteria
for the project evaluation.

REFERENCES;

https://oupeltglobalblog.com/2015/04/24/inductive-and-deductive-grammar-
teaching/
https://www.slideshare.net/olivarjames/deductive-method-66000680
http://www.bchmsg.yolasite.com/inductive-and-deductive.php