Camille Perez

2.  If a single teacher can’t teach all of the subjects, then
how could you expect to a single student to learn all
the subjects.

4. Inductive method
 The inductive teaching method or process
goes from the specific to the general and
may be based on specific experiments or
experimental learning exercises. Deductive
teaching method progresses from general
concept to the specific use or application.

5.  Inductive teaching is a constructivist model
of teaching that is more student-centered.
In inductive teaching first provide examples,
then have students practice and figure out
the rule themselves. This method of
teaching is more experiential and based on a
guided discovery learning philosophy.

6.  For example, if the structure to be presented is the comparative
form, the teacher would begin the lesson by drawing a figure on
the board and saying, "This is Jim. He is tall." Then, the teacher
would draw another taller figure next to the first saying, "This is
Bill. He is taller than Jim." The teacher would then provide many
examples using students and items from the classroom, famous
people, or anything within the normal daily life of the students,
to create an understanding of the use of the structure. The
students repeat after the teacher, after each of the different
examples, and eventually practice the structures meaningfully in
groups or pairs. With this approach, the teacher's role is to
provide meaningful contexts to encourage demonstration of the
rule, while the students evolve the rules from the examples of its
use and continued practice.

8. Deductive method of teaching
 Deductive teaching is a more traditional
form of teaching. In deductive teaching you
typically provide information(lecture), share
specific examples of the concept or skill
being taught. This is a more teacher-
centered model of teaching that is rule
driven. Some of the positives of this method
are that it is timesaving and gets to the point
of the lesson easily.

9.  For example, if the structure to be presented is present
perfect, the teacher would begin the lesson by saying,
"Today we are going to learn how to use the present
perfect structure". Then, the rules of the present
perfect structure would be outlined and the students
would complete exercises, in a number of ways, to
practice using the structure.In this approach, the
teacher is the center of the class and is responsible for
all of the presentation and explanation of the new
material.

10.  To conclude, we can say that inductive method is a
predecessor of deductive method. Any loss of time due
to slowness of this method is made up through the
quick and time saving process of deduction.
Deduction is a process particularly suitable for a final
statement and induction is most suitable for
exploration of new fields. Probability in induction is
raised to certainty in deduction. The happy
combination of the two is most appropriate and
desirable.

12. Integrated Method
Basically refers to the method of
teaching wherein various styles are
incorporated to each other in a way
that should boost the learning
experience that is to be imparted.

13.  Allows students to make natural connections between
content areas without being limited by artificial
boundaries. In doing so, students construct their own
meaning and develop skills they will need in the
workplace.Integrated Method involves one or all of the
following:
 Examining a topic from different points of view
(disciplines)
 Placing greater emphasis on projects

14.  Encouraging students to recognize the relationships
among and between concepts
 Using thematic units as organizing principles
 Flexible schedules
 Flexible student groupings

16.  It is the practice of having the teacher, or
lecturer, at the front of the classroom
talking to students. This is seen as one-way
communication, since the lecturer is the
only one speaking. An effective use of this is
a short talk to provide students with the
background information they need to do the
work.

17.  The lecture method is the most widely used form of
presentation. Every instructor should know how to develop
and present a lecture. They also should understand the
advantages and limitations of this method. Lectures are
used for introduction of new subjects, summarizing ideas,
showing relationships between theory and practice, and
reemphasizing main points. The lecture method is
adaptable to many different settings, including either small
or large groups. Lectures also may be used to introduce a
unit of instruction or a complete training program. Finally,
lectures may be combined with other teaching methods to
give added meaning and direction.

18.  The lecture method of teaching needs to be very
flexible since it may be used in different ways. For
example, there are several types of lectures such as
the illustrated talk where the speaker relies
heavily on visual aids to convey ideas to the
listeners. With a briefing, the speaker presents a
concise array of facts to the listeners who normally
do not expect elaboration of supporting material.

19. During a formal lecture, the speaker's
purpose is to inform, to persuade, or to
entertain with little or no verbal
participation by the students. When using
a teaching lecture, the instructor plans
and delivers an oral presentation in a
manner that allows some participation by
the students and helps direct them toward
the desired learning outcomes.