In the inductive process, students seek patterns and use them to identify their broader meanings and significance. In the deductive process, meanings or rules are given, and students have to then apply them.
I’m a huge fan of using inductive learning, and plenty of research (which you’ll find in the resources on this list) document its effectiveness.
I’ve written many posts about it, and thought it would be useful to bring together a few of my best ones, along with resources developed by others, that explain the inductive process and how to apply it in mainstream and English Language Learner classrooms (feel free to make suggestions of ones I’ve missed):
The British Council has shared a short post that Paul Kaye wrote six years ago that does a great job explaining the difference between inductive and deductive, and he provides a number of practical examples from the language-learning classroom. Check out his article, Presenting New Language.
Here are two British Council posts where I wrote about it:
I’ve written several posts at The New York Times explaining the concept:
Get Organized Around Assets is an article I wrote for ASCD Educational Leadership. It includes a section on teaching inductively.
How to Teach an Inductive Learning Lesson is by Jennifer Gonzalez.
Picture Word Inductive Model with High school Newcomers by Wendi Pillars is an exceptional step-by-step description of how to use one of my favorite ELL teaching strategies.
How to Help Our Learners Discover English is from Gallery Languages.
Inductive and deductive grammar teaching: what is it, and does it work? is from the English Language Teaching Global Blog.