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Deductive Teaching: A Teacher-Centered Approach

A deductive approach to instruction is a teacher-centered method where the teacher introduces a new concept, explains the rules and provides examples for students to practice applying the concept. It presents content in a highly structured way moving from general ideas to specific examples. The teacher defines topics through lecture and students practice applying their understanding with guidance. While it allows for in-depth explanation of concepts, the deductive approach is more teacher-focused than student-centered inductive methods and may discourage independent learning.

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Mariz Bañares Denaga
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912 views11 pages

Deductive Teaching: A Teacher-Centered Approach

A deductive approach to instruction is a teacher-centered method where the teacher introduces a new concept, explains the rules and provides examples for students to practice applying the concept. It presents content in a highly structured way moving from general ideas to specific examples. The teacher defines topics through lecture and students practice applying their understanding with guidance. While it allows for in-depth explanation of concepts, the deductive approach is more teacher-focused than student-centered inductive methods and may discourage independent learning.

Uploaded by

Mariz Bañares Denaga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

DEDUCTIVE

APPROACH
A Deductive Approach to instruction is a more teacher-centered approach. This means
that the teacher gives the students a new concept, explains it, and then has the students
practice using the concept. For example, when teaching a new grammar concept, the
teacher will introduce the concept, explain the rules related to its use, and finally the
students will practice using the concept in a variety of different ways.
Deductive teaching (also called direct instruction) is much less “constructively” and is
based on the idea that a highly structured presentation of content creates optimal
learning for students. The instructor using a deductive approach typically presents a
general concept by first defining it and then providing examples or illustrations that
demonstrate the idea. Students are given opportunities to practice, with instructor
guidance and feed back.
Deductive teaching allows the teacher to introduce a topic by using teacher exposition
or lecturing method. Deductive teaching uses ideologies to develop understanding,
gives learners practice on similar bases and applications in follow up activities, and
further scrutinises their ability to do the same sort of activities during assessments.
Little or no attention is initially paid to the question of why any topic is being taught,
the meaning of the key concepts and how learners can apply them to the real life
environment. Therefore, in a deductive classroom, the teacher conducts lessons by
merely introducing and explaining concepts to learners, and then expecting them to
complete tasks to practice the concepts, this approach is teacher-centred.
Deductive approach, on the other hand, may be more controllable and it goes from
easy to difficult, but it might discourage learners to discover different things by
themselves owing to its nature which is teacher centred (Atta etal, 2015).
Deductive approach helps teachers to unpack concepts and explains them in-depth.
However, its disadvantage is that it is more teacher centred as compared to inductive.
Although some of the teachers were convinced in using the inductive approach to
teaching social sciences, many schools lack teaching and learning resources, therefore,
affecting the teaching and learning outcomes.
Social Study Teacher: Responses on deductive approaches to teaching were: “teaching
moving from general to specific, for example: the earth is a globe, the earth has many
continents, and Africa is a continent”.
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