Another way to vary instruction is to vary the use of inductive and deductive teaching methods. In the deductive approach, students are given information and then asked to perform a task or answer questions based on the information given. Explanations can be given after students either discover how to do the task or discover that they are unable to perform the task. For some students, explanations are more meaningful once they have had some experience in working with or thinking about a particular idea or concept. Student diversity can also be addressed by increasing the degree of student participation.
Students are more attentive when they are asked to actively participate in the class.
Students can be asked to participate in a discussion by responding to structured and focused discussion questions with the TA as leader and facilitator. Instructional variety and student participation can also be increased by asking students to respond to questions within particular theoretical frameworks, ideologies, or their own personal experiences. Involving students directly with the material to be learned not only varies instruction but can also enhance learning and retention of information. Some students need a great deal of personal involvement with course material in order to learn and understand it well. Teaching to student diversity also requires taking individual student needs into account, identifying the various levels of student understanding and providing encouragement to students.