Scribd
Upload
6K views13 pages

Inductive Learning Strategy Explained

This document discusses inductive learning, which is a teaching strategy where learners discover concepts on their own by observing examples and patterns. It involves four processes: (1) observing examples provided by the teacher, (2) hypothesizing rules based on observations, (3) collecting evidence by testing hypotheses on other examples, and (4) generalizing hypotheses into formal rules. The goal is for learners to derive concepts inductively by moving from specific examples to broader generalizations.

Uploaded by

Marie fe Companero
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
6K views13 pages

Inductive Learning Strategy Explained

This document discusses inductive learning, which is a teaching strategy where learners discover concepts on their own by observing examples and patterns. It involves four processes: (1) observing examples provided by the teacher, (2) hypothesizing rules based on observations, (3) collecting evidence by testing hypotheses on other examples, and (4) generalizing hypotheses into formal rules. The goal is for learners to derive concepts inductively by moving from specific examples to broader generalizations.

Uploaded by

Marie fe Companero
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
  • What is Inductive Learning?
  • Inductive Learning
  • Inductive Learning Processes
  • Specific Inductive Processes
  • Conclusion

INDUCTIVE

LEARNING
INTRODUCTION

In our contemporary society, teachers are


discouraged to spoon-feed information to
learners. Instead, teachers are to provide
opportunities for learners to discover
concepts on their own. One way of doing
this is through the inductive learning
strategy.
What is Inductive Learning?
INDUCTIVE LEARNING
● Sometimes called “discovery learning”
● Based on the principle of induction.
● Induction – to derive a concept by showing that if
it is true to some cases, then it is true for all.
● This is in contrast to deduction where a concept is
established by logically proving that it is true based
on generally known facts.
INDUCTIVE LEARNING

● The inductive method in teaching is commonly


described as “specific to general”, “concrete to
abstract”, or “examples to formula”.
● Used to described the deductive method.
● In an inductive learning lesson, teachers design and
facilitate activities that guide the learners in
discovering a rule.
INDUCTIVE LEARNING

● Activities may involve comparing and contrasting,


grouping and labeling, or finding patterns.
● In mathematics classes, learners engage in
inductive learning when they observe examples
and then, later on, generalize a rule or formula
based on the examples.
INDUCTIVE LEARNING

● There are four processes that the learners


go through when given an inductive
learning activity – (1) observe, (2)
hypothesize, (3) collect evidence, and (4)
generalize.
OBSERVE
Children love looking for patterns! When
given a lot of examples, it is natural for them
to look for similarities and assume rules. So,
the key is to give them examples to observe.
These examples must be well-thought-of so
that the learners would eventually arrive at a
complete rule.
Example: discover the rule in
multiplying by powers of 10.
A B
6 x 10 = 60 6 x 10 = 60

18 x 10 = 180 18 x 10 = 180

321 x 10 = 3,210 10 x 321 = 3,210

457 x 10 = 4,570 40 x 10 = 100


HYPOTHESIZE
The learners form rules in their minds as they
observe. In this stage, encourage the learners to
share their thoughts. Assure them that there are
no wrong hypotheses. Acknowledge the
variety of the learners’ ideas but also
streamline them to, later on, test only the
unique hypotheses.
COLLECT EVIDENCE
Here the learners would test their
hypothesis. How? By applying their
hypothesis to other examples. If there are
more than one hypothesis generated by the
class, intentionally give a counterexample
for them to test.
GENERALIZE
Finally, the learners would now formalize their
hypothesis to a rule. Support the learners so that
they would use mathematical terms in stating their
rule. Doing this would develop the learners’
mathematical vocabulary and therefore their overall
mathematical communication skills.
Thank you!

You might also like