How to use inductive learning
Instructors can structure an exercise that uses inductive learning by creating an assignment using pre-chosen examples. Inductive learning takes the traditional sequence of a lesson and reverses things. Instead of saying, “Here is the knowledge; now go practice it,” inductive learning says, “Here are some objects, some data, some artifacts, some experiences…what knowledge can we gain from them?”
Inductive teaching and learning activities prompt students to generate knowledge through inquiry, reasoning, observation, or experience, rather than receive it through direct instruction (Prince & Felder, 2006)
Choosing Examples
The examples can be images, objects, data or case studies. Artifacts from a museum collection are excellent sources of examples.
Examples that are dissimilar in context
As an example; the instructor choses three case studies about mental illness. The case studies should be contextually different so that the learner can identify and focus on those aspects of the cases that are important to understanding more about mental illness rather than looking for just rules or similarities. In contrast, a deductive approach involves the learners being given a general rule, which is then applied to mental illness description examples.
Then, in groups, learners compare and dissect their pooled examples, looking for commonalities, and in the process they articulate the components that are more important for an effective conclusion.
Contrasting examples
Studies have shown that learners presented with examples that do not necessarily belong in the category tend to perform better. These contrasting examples should be presented at the same time as the “in category” examples. Simply presenting representative examples of a category does not lead to greater knowledge about a topic.
Guidance
Finally, learners need specific guidance. Inductive learning is a purposeful activity. Learners must be conscious and deliberate of the task they are attempting to achieve: to find commonalities. The commonalities they find may fall into areas that were not considered or apparent before. The discovery of new commonalities is part of the exercise and should be encouraged by the instructor. The instructor can also assist in designing an activity with an explicit task and in utilizing debriefing questions that showcase the general principles.
If you are interested in using inductive learning in your course and would like help getting started, complete this consultation request form. The LSA Learning and Teaching Consultants are always happy to help.
References
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, 95(2), 123-138.
Prud’homme-Généreux, A. (2022) Learning Through Examples: Inductive Learning. Faculty Focus.
https://www.facultyfocus.com/articles/course-design-ideas/learning-through-examples-inductive-learning/
