Inductive vs. Deductive Teaching Strategies

Over the past two weeks I have been analyzing my teaching methods to determine which lessons could be taught with inductive teaching methods rather than deductive. In Physical Science, it seems as though an inductive approach will yield the most learning, however, this is not always the case. For example, my third period class is comprised of about 6 major trouble makers, 15 freshman, 2 seniors, and about 5 chronic sleepers. I know for a fact that my students in the third period would not be able to handle very many inductive tasks. Inductive teaching often involves more guided exploration than teaching, and I'm afraid if I let my third period explore anything, the result will resemble chaos more than learning.

That being said, I do prefer inductive methods to deductive approaches. I recently turned an old deductive-based lesson into an inductive lesson. I was trying to teach my students about bond angles and molecular interactions (like hydrogen bonding in water). I learned these topics through a combination of lectures and funny looking drawings on the chalk board, but instead of subjecting my students to the pain of another chemistry lecture, I gave them some molecular models (from the 60's!) and a worksheet. I instructed them to draw several different molecules despite the fact that most of them had never seen these molecules before. With minimal instruction, almost each of my students was able to write down the correct structural formula for each molecule. I was so impressed with them...and myself...that I have decided to slowly, but surely, incorporate more and more inductive lessons into my classroom.

One of the added benefits is that the students had fun constructing their compounds and they were learning at the same time. Sometimes I think that they forget the fact that they are actually learning something when they are engaged in a lesson. They see it less as a task and more as having fun. I have to be honest, I didn't let each of my classes construct their own molecules and compounds with the models. I let 3 out of my 5 classes do this while the others (namely 3rd and 7th periods) learned with colorful drawings on the chalkboard. I know that the periods in which I employed my inductive teaching method, faired much better. It seemed like they had a better grasp on the material and had more fun doing it. The only problem is that I know I cannot trust my 3rd and 7th periods. I almost feel as though I'm cheating my 3rd and 7th periods but what else can I do?

To sum up, I think that inductive teaching strategies are fantastic. I would love to employ them throughout all of my classes, however this is not possible. One can only use inductive approaches when he is sure that the students will benefit. Classes that are too immature, too talkative or, lets face it, just too obnoxious will not benefit from inductive strategies as much. I wish I could find some happy medium for these types of classes; a nice mix between inductive approaches and deductive approaches. I'm still working on it though. When I discover it, I'll let you all know.