Instructional Approaches - Inductive and Deductive

As an instructor, there are many advantages to applying both the teacher-centered (deductive approach) and the learner-centered (inductive approach) to support student success. Robert Gagne (1916-2002) published “The Conditions of Learning” linking learning objectives to appropriate instructional design and identified five categories of learning: verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. At times a teacher-centered (deductive approach) fits best when introducing and explaining content. Other times, a learner-centered approach in the form of discussions, case studies, simulated tasks and project group work will support “learning by doing” or experiential or action learning. Edgar Dale’s “Cone of Experience” incorporates several theories as it relates to instructional design and learning processes. Both the teacher-centered (deductive approach) and learner-centered (inductive approach) are essential in fulfilling the learners’ needs and achieving the learning outcomes.

It is necessary to take a more teacher-centered approach when introducing new concepts, how it should be applied and the relevance of the topic to their careers. The students then apply the concepts independently through activities and tasks. There is a practical reason for taking this approach as employers will also be testing the learner’s ability to apply these concepts as part of their selection process. Taking a more deductive approach in this case aligns with the practical application within industry.

My preference is a learner-centered approach where my role is one of coach or facilitator as the students are actively engaged in “learning by doing”. I have developed simulated environments, mock tasks, and project committees to support the achievement of learning outcomes and competency development that aligns with industry expectations. As Dale’s “Cone of Experience” indicates learners will retain 90% of what they “do” as they perform a task which is a direct and purposeful experience. This inductive approach supports the learner’s ability to build the competencies required by “doing” and gain confidence through relevant experiences.