4 b i). Explain how each approach could be used in teaching a specific subject in the curriculum.
An example of deductive teaching in a biology lesson
- Establish a set of definition/or characteristics determining what constitutes an amphibian
- Have students identify a list of examples of animals that live on land and in water, write these on the chalkboard.
- Let them sub-divide their list into groups by identifying critical and non-critical (incidental) attributes of the animals identified.
- Ask for other examples of each group
- Ask for non-examples of each group.
- Have students name the groups identified.
- Help students to define the term amphibian including and relating to the attributes.
- Provide a list of examples and non-examples of amphibians for students to distinguish, have them explain their choices.
- Check for understanding by asking questions or testing.
An example of inductive teaching in biology
- Identify the concept to be taught e.g. reptiles
- Ask for one example of reptile and write a correct response on the chalkboard.
- Ask for attributes of the reptile selected, and list all correct responses below the reptile’s name. Repeat the last two steps several times to provide a number of examples.
- Ask for names of creatures that are not reptiles, and list correct responses
- Ask for attributes of creatures that are not reptiles, and list correct responses.
- Using the material recorded on the chalkboard, have students compare and relate attributes to distinguish the critical attributes from the non-critical (incidental) attributes.
- Ask students to define the term reptile.
- Provide a list of creatures for several small groups, and ask groups to use research sources to determine which creatures are reptiles by applying the definition framed by the class.
- Review the research by confirming or re-framing their definition, drawing attention to examples and their relation to one another.