Teaching Methods: Deductive vs Inductive

ARRIESGADO COLLEGE FOUNDATIONS, INC.
Bonifacio Street, Tagum City
15th BATCH BSED-EARNING UNITS

FIELD STUDY 2: EXPERIENCING THE TEACHING-
LEARNING PROCESS
MR. ROLAND O. TACAN, MAEM, MAED
Professor
FS 2: Episode 6: Deductive & Inductive Methods

of Teaching
Direction:
Please do watch the link of the video attach in the LMS.
Name: DARICE ANNE R. TIO Date: OCTOBER 29, 2020
A. My Learning Episode Overview
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After a Learning Episode on Teaching Approach, the FS students gets acquainted
with methods of teaching. A teaching method is the practical realization or application of
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an approach.
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B. My Intended Learning Outcomes
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In this episode, I must be able to:

a. identify the teaching method used by the Resource Speaker through YouTube
b. distinguish between deductive (direct) and inductive (indirect) method of
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teaching
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C. My performance Criteria
I will be rated along the following:

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1. quality of my observations and documentation;

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2. completeness and depth of my analysis;

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3. depth and clarity of my classroom observation-based reflections;

4. completeness, organization, clarity of my portfolio and
5. time of submission of my portfolio.
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D. My Learning Essentials
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All methods of teaching can be classified either as deductive (direct) and

inductive (indirect).
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DEDUCTIVE:
Begins with the rule, generalization,
abstraction and ends with concrete, INDUCTIVE:
experience, details, examples. Begins with the concrete, experience,
details, examples and ends with the rule,
generalization, abstraction.
This study source was downloaded by 100000821856786 from CourseHero.com on 07-22-2021 22:20:54 GMT -05:00
https://www.coursehero.com/file/74052658/FS-2-Episode-6doc/
E. My Map
I will observe and watch one class through the video in YouTube.
I will reflect on the guide questions given below.
To hit my target, I will follow these steps:
Step 1: Review the notes in the Learning Essentials.

Step 2: Observe two (2) Resource Teacher through YouTube link given by my
teacher.
Step 3: Accomplish Observation Sheet.
Step 4: Analyze my observations.
Step 5: Reflect on my observations.
F. My Learning Activities
OBSERVATION SHEET #.1
Direction: Answer the observation sheet based on the video you’ve watched. Just
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click the link to watch the demonstration.
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https://www.youtube.com/watch?v=JcU-eGtdmts
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(please watch this link for you to answer the observation sheet)
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Grade level: _________________________ Subject Area: MATHEMATICS
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Observe how Resource Teacher began, developed and ended her/his lesson.
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Start of the lesson:

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The teacher starts his lesson by having a group activity through a game called “Who am
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I” wherein the students identify the name of the polygon being shown in the monitor.
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Development of her/his lesson:

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He made use of power point presentation and visual aids in presenting his lesson to the
learners. He also gave various activities. He made those as an introduction of the lesson.
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Ending of her/his lesson:
He pointed out some importance of the elements of the triangle and gave them an
evaluation by answering some exercises.
OBSERVATION SHEET #6.2
Direction: Answer the observation sheet based on the video you’ve watched. Just
click the link to watch the demonstration.
https://www.youtube.com/watch?v=FCjnmhp6yCM
(please watch this link for you to answer the observation sheet)
Grade level: GRADE 8 Subject Area: EDUKASYON SA PAGPAPAKATAO
Observe how Resource Teacher began, developed and ended her/his lesson.
Start of the lesson:
The teacher starts her lesson by asking her students on what they feel after waking up in
the morning. And gave an oral participation or recitation on a given situation that is
related to the importance of “pasasalamat” or gratitude.
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Development of her/his lesson:
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The teacher gives instructions to the students to go to pear deck and answer the self-
assessment given. Then she asked the students on their thought of “pasasalamat”. She
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then discussed the meaning and importance of “pasasalamat”.

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Ending of her/his lesson:

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She asked the students for clarifications and gave a 2-minute quiz. The teacher also gave
an assignment to the students wherein they will have a “survey tungkol sa pasasalamat”.
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G. My Analysis
1. Did the Teachers use the deductive or inductive method? Prove your answer.
- The teacher uses both deductive and inductive method. From the other teacher where she
used the inductive method by letting the students to respond to her, by questioning the
students and having their response, making them have an interaction.
The other teacher used deductive teaching method. This means that the teacher gives the
students a new concept, explains it, and then have the students practice using the
concept.
2. In which method were students more involved in the teaching-learning process?
- The students involved more in the Student-centered approach because individual
students maybe better suited to learning in a particular way by using distinctive modes
for learning thinking, relating and creating. The teacher would present the students with a
variety of examples for a given concept without giving any preamble about how the
concept is used. As students see how the concept is used, it is hoped that they will notice
how the concept is to be used and determine the grammar rule. As a conclusion to the
activity, the teacher can ask the students to explain the grammar rule as a final check that
they understand the concept.
3. Which method had greater demand from the teacher in terms of questioning and
organizing skills? Why?
- The method that had greater demand from the teachers is inductive method because a
teacher’s response to students’ answer is just as important as the question asked. A
response may redirect students when an incorrect answer is given or students
misinterpret the question. The teacher let the students not only learn content but they
learn how to process data and how to use it to arrive at appropriate conclusion by the
inductive method students acquired first-hand knowledge and information by actual
observation.
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4. Was there when the teacher taught the lesson deductively/inductively when in could
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have been better if she taught it inductively/deductively? Explain your answer.
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- There are instances that teacher taught the lesson deductively/inductively by explaining
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the lesson and the students respond to the teacher and it could be better if the teacher
taught the inductively/deductively when the students get understand what was the topic is
all about.
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H. My Reflections
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Which is more effective teaching method-deductive or inductive?

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Inductive is more effective method than deductive method. There are many
advantages of inductive teaching and learning; knowledge is acquired naturally by
exposure, and students are encouraged to utilize their reasoning skills, prior knowledge,
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intelligence, and mental focus. This method also measures how a student makes
connections based on the information presented. involves the student’s perspective, it is
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easier for the student to learn the concept. Concepts under this method can be
personalized and easily remembered and understood. This is a method of discovery and
can be time consuming as well as demanding of a student’s imagination and creativity.
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I. My Learning Portfolio
a. Give one example for each teaching method- deductive and inductive. (e.g.
demonstration method for deductive; discovery for inductive method)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________
b. Describe the specific steps of each example. Make use of graphic organizers.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
________________________________________
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J. My Learning Rubric:
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Learning Episodes Exemplary (4) Superior (3) Satisfactory (2) Needs Improvement
(1)
Learning Activities All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of
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with outstanding were done with done with acceptable tasks were done; or
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quality; work exceeds acceptable quality quality most objectives were

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expectations met but need

improvement
Analysis of the All questions were - Analysis questions were - Analysis questions - Analysis questions
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Learning Episodes answered completely; in answered completely were not answered were not answered
depth answers; - Clear connection with completely - Grammar and spelling
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thoroughly grounded on theories - Vaguely related to the unsatisfactory

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theories. Exemplary - Grammar and spelling theories

grammar and spelling are superior - Grammar and
spelling acceptable
Reflections/Insights Reflection statements Reflection statements are Reflection statements Reflection statements
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are profound and clear; clear, but not clearly are shallow, supported are unclear and shallow
supported by supported by experiences by experiences from and are not supported
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experiences from the from learning episodes the learning episodes by experiences from
learning episodes learning episodes
Learning Portfolio Portfolio is complete, Portfolio is complete, Portfolios is Analysis questions
clear, well-organized clear, well-organized and incomplete; supporting were not answered
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and all supporting; most supporting documentations are

documentations are documentations are organized but are Grammar and spelling
located in sections available and logical and lacking unsatisfactory.
clearly designated clearly marked locations
Submission of Submitted before the Submitted on time Submitted a day after Submitted two days or
Learning Episode deadline the deadline more after the deadline
Overall Score Rating: (Based on

transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 94 81 78 75 72 71-
below
Signature of FS Teacher
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ARRIESGADO COLLEGE FOUNDATIONS, INC.

Bonifacio Street, Tagum City

15th BATCH BSED-EARNING UNITS

FS 2: Episode 6: Deductive & Inductive Methods

Name: DARICE ANNE R. TIO Date: OCTOBER 29, 2020

A. My Learning Episode Overview

In this episode, I must be able to:

I will be rated along the following:

1. quality of my observations and documentation;

2. completeness and depth of my analysis;

3. depth and clarity of my classroom observation-based reflections;

All methods of teaching can be classified either as deductive (direct) and

Step 1: Review the notes in the Learning Essentials.

OBSERVATION SHEET #.1

Start of the lesson:

Development of her/his lesson:

Ending of her/his lesson:

Grade level: GRADE 8 Subject Area: EDUKASYON SA PAGPAPAKATAO

Start of the lesson:

then discussed the meaning and importance of “pasasalamat”.

Ending of her/his lesson:

Which is more effective teaching method-deductive or inductive?

quality; work exceeds acceptable quality quality most objectives were

expectations met but need

thoroughly grounded on theories - Vaguely related to the unsatisfactory

theories. Exemplary - Grammar and spelling theories

and all supporting; most supporting documentations are

Overall Score Rating: (Based on

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7 below

Powered by TCPDF (www.tcpdf.org)

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