Inductive learning is the process of students making sense of new information through what they already know or have experienced. It is a basic form of teaching that allows students to construct their own learning, knowledge and information. Inductive teaching allows students to discover concepts and topics they are interested in with the teacher following whatever route the class decides. This style of teaching could make an educator uncomfortable when leading as it is not a predictable lesson that planned out with details. Joyce, Weil, and Calhoun (2004) emphasize practicing and giving control over to the class when teaching inductively. “Let go and have fun. Build a learning community around the model – designing a weekly lesson won’t accomplish that.” (Joyce et al., 2004, p. 66) Inductive teaching can be an enjoyable experience as the learning is happening spontaneously while keeping standards and requirements in mind.
An example of the inductive teaching model can be seen where a class of fourth grade students are deciding the topic of a research project. They eventually decide to explore the topic of ancestry and researching their family history. Students show interest in this topic because it relates to their lives and is meaningful to their identity. They will practice research skills and discover new details about their past. This assignment will also create a sense of pride for their ancestor’s past and how that has brought them to the present. It will be a fun experience and since the students came up with the topic themselves, they will be more engaged and interested.
Calhoun E., Joyce B., & Weil M. (2004). Models of Teaching. (9th ed.) New Jersey: Pearson.