Teaching Method

3. • Instruction makes use of student “noticing”.
Instead of explaining a given concept and
following this explanation with examples, the
teacher presents students with many
examples showing how the concept is used.
The intent is for students to “notice”, by way
of the examples, how the concept works
.

4. • In an inductive approach, without having met
the rule, the learner studies examples and from
these examples derives an understanding of the
rule
• Students will usually be more involved in the
learning experience and tend to participate more
actively when an inductive approach is used.

6. 1. Presentation of examples : teacher
should present several examples in their
best order so that it leads to
generalizations.

7. 2. Analysis of examples: comparing and analyzing
the sentences for example, Active to passive
I played the piano
The piano was played by me.
• Sentences are compared, contrasted and analyzed
on the basis of similarities and differences for eg:
subject predicate and object

8. 3. Generalization : after analyzing the sentences the
students come to certain conclusions which is called
generalization
• Like : the object becomes the subject
• The subject become the object proceeded by the
preposition by.
• The form of the verb changes the past indefinite
changes into participle form (sung rang etc.)

9. 4. Formation of rules: students form the rules with the
help of the teacher
5. Verification of the rules: application of rule with
another set of examples
• Note: In this stage teacher can indicate certain
exceptions in the rules.
• Practice : lots of practice is done with several other
examples.

10. • Teacher helps the student to form the rules
• Requires competent teacher. Usage should be correct
• Elicit some more examples
• Enhances the thinking process of the students and
participative learning
• Teaching learning process is made interesting
through contextualized discussion.

12. • The learners are more engaged in the teaching-learning
process with our facilitating skills, the learners
formulate the generalization.
• Learning becomes more interesting at the outset
because we begin with what they know
• It helps the development of our learner’s higher-order-
thinking-skills (HOTS). To see and analyze the same in
order to arrive at generalizations requires analytical
thinking.

13. • It requires more time and so less subject
matter will be covered. It needs much
time to lead students to the formulation
of generalizations.
• It demands expert facilitating skills on
part of the teacher. He/she needs to ask
the right questions and organize answers.