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Deductive Teaching Approach

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Maturation has a big role on how the students learn in classroom, so the researchers consider year level in this study. In every year level we have different ages of a student and different point of views in life, the researchers decided to disassociate the respondents by age and by year level. According to Judith Smith (2008) mature students study full-time, part-time or are distance learners, and in this respect are indistinguishable from younger learners. However, they are more likely to study part-time higher education than younger age groups.
These are the variables under the characteristics of deductive teaching approach:
New Concepts In this study new concepts is included in the characteristic of deductive teaching approach. Through …show more content…

In the different approach that a teacher can use we can’t make sure that the concept that the students acquired is direct, through the deductive teaching approach students can learn direct concept. As stated by J.A. Ramos (2003) it says that “Through deductive teaching approach the students gets ready made information and make use of it”. As what Ramos stated the teacher gives the information and those concept that are from the teachers are direct because they already studied and examine the concept than the other approach that it lets the students firsthand the concept and apply it. If the students acquire direct concepts it can enable them to give response on the usage of the concept because if the given is direct you will just do apply it, another is if students acquire knowledge or concept that is direct it can enable them to perform some of the task with their own selves because if they know how to execute they can apply and manage the activities to attain skills. …show more content…

Lefkowitz(1988) stated that” Knowledge assimilation requires an understanding of how the new information corresponds to the already contained knowledge”. Through assimilation students will be able to relate past knowledge to acquired knowledge. The deductive teaching approach will let the students connects the relation of the acquired and past knowledge the students will determine the similarities of the knowledge and trough that they can relate and determine the essence of the knowledge. Through assimilation students can determine new ideas and concepts by relating what is acquired and assimilate after relating and analyzing the given concept students can come up in a new idea.
Time Bound In this study time bound is included in the characteristics of deductive teaching approach. In performing task students are given enough time to finish the given task. The different approaches that the teacher will use has a corresponding outcomes particularly on the duration of the given task. Through deductive teaching approach students can finish their task because the concepts are already given they will just apply and execute the given concepts. Based on the International Teacher Training Organization through deductive teaching “Most material can be easily taught, it encourages faster learning of material.” Through the deductive teaching approach students can learn and finish task in a given period of time, if the students do task in a given time it can produce a high

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Caroline Bird in her essay titled “College is a Waste of Time and Money” argues that college education is a useless endeavor that is often forced on students. According to Caroline Bird, students lack motivation and enthusiasm for college education. If money is the goal of education, she opines that there are better ways of investment. She also claims that college education does not make a student more ready for jobs and neither are there jobs that are relevant to the field of study. When there are some students who become very successful she says that the contributing factors are mainly intelligence and family background rather than their college education.

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A good reasoning is a reasoning that leads to certain, true and valid conclusions. There are two kinds of reasoning, inductive and deductive reasoning. Both processes include the process of finding a conclusion from multiple premises although the way of approach may differ. Deductive reasoning uses general premises to make a specific conclusion; inductive reasoning uses specific premises to make a generalized conclusion. The two types of reasoning can be influenced by emotion in a different manner because of their different process to yield a conclusion.

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Teaching methods differ in terms of approach which as observed relate more to procedures which influence inner coherence, produce specific educational effects. The traditional approach embodies two, namely: (a) the didactic method, also called the directive or autocratic style, which is based on logo-centrism and an instructor-centred approach. Its focus is the teacher, who explains the logical and practical aspects of the issue or topic; secondly, (b) the dialectic method. In this approach, students are involved in the learning process and are expected to ask questions; thirdly, (c) The heuristic or research method. This method makes students the protagonists of their learning process, since they must find, guided by the instructor, and through research and experimentation, the solutions to the problems.

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Real objects are needed to use as teaching materials as well as they are closer to reality. It makes learning more meaningful that children can use what they have learnt from school in daily lives, and knowledge is easier for them to memorize as they have first-hand learning experiences. Through assimilation and accommodation, children are in an incessant progression of self-correction and learning is a continuing renovation of

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Through these teaching approaches to teaching, educators can gain a better understanding of how best to govern their classrooms, implement instructional and connect with their students. Within each category of teacher and student centeredness and tech usage, there are specific teaching roles or methods of instructor behaviour that feature their own unique mix of leaning and assessment practise. TEACHER-CENTRED METHODS OF INSTRUCTION DIRECT INSTRUCTION Direct instruction refers to general term as traditional teaching strategy that relies on explicit teaching through lectures and teacher-led

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