Module 6: Deductive Instructional Approaches

The presentation of the deductive instructional model usually starts with general
principles or rules and goes on to more detailed or specific examples. These deductive
instructional models are deductive reasoning, advance organizer, presentation teaching,
backward design, lecture, teacher talk, and lecture-discussion models.
Deductive models of instruction are commonly utilized by teachers in all levels of
instruction considering that these are direct instructional approaches. These models, according to
Muji and Reynolds (2005), usually begin with general principles, from which consequences and
phenomena are deducted until a particular is attained for students to know:
1. What are the results to be derived?
2. How are they derived?
3. How are they used?
Gunter, Estes, and Schwab (2003) likewise explained the significance of the model by
stating that deductive models usually begin with the presentation of a generalization, a rule, a
concept definition.
DEDUCTIVE REASONING MODEL
This model proceeds from principles or generalizations to their application in specific
instances. It includes, among the others, the testing of generalizations to see if they hold in
specific cases.
Syntax for the Deductive Reasoning Model (Borich, 2004)
1. State a theory or generalization to be tested.
2. Form a hypothesis in the form of a prediction.
3. Observe or collect data to test the hypothesis.
4. Analyze and interpret the data to determine if the prediction is true.
5. Conclude whether the generalization holds true in the specific context from which it
was taken.
Advance Organizer Model
Advance organizers are verbal statements at the beginning of a lesson that preview and
structure new material and link it to the content students already understand.
Eggen and Kauchak (2001), advance organizers are like cognitive roadmaps that allow
students to see where they have been and where they are going. In essence, advance organizer is
a deductive information teaching model design to teach interrelated bodies of content and
generalizations. This pedagogical mode was proposed by David Ausubel (1963), an educational
psychologist who was interested in the way knowledge is organized and how the human mind
organizes ideas. He wrote:
First, organizers provide advance ideational scaffolding. Second, they provide the
learner with a generalized overview of all the major similarities and differences between the two
bodies of ideas before he encounters the new concepts individually in more detailed and
particularized form. Finally, they create an advance set in the learner to perceive similarities
and differences, and, by avoiding overly explicit specification, encourage him actively to make
his own differentiations in terms of his own particular source of confusion.
Types of Organizers
Two types of organizers can be used by teachers in the unfolding of instruction. (Joyce,
Weil, and Calhoun, 2004):
1. Expository organizers. These organizers provide a basic concept at the highest level of
abstraction and perhaps some lesser concepts. It is especially helpful because they
provide educational scaffolding for unfamiliar materials.
2. Comparative organizers. These organizers are used with relatively familiar material.
They are designed to discriminate between the old and new concepts to prevent confusion
caused by their similarity.
Significance of Advance Organizers (Moore, 2005)
Are highly inclusive concepts that serve as an ideal scaffolding and an umbrella into
which more detailed information is incorporated as learning process;
Provide a conceptual framework;
Facilitate learning;
Pursue the purpose of giving students needed background information for the
upcoming lesson;
Act as a kind of conceptual bridge between the new and old information.
Syntax for the Advance Organizer Model (Joyce, Weil, & Calhoun, 2004)
Phase1: Presentation of advance organizer
a. Clarify the aims of the lesson
b. Present organizer
Identify defining attributes
Give examples or illustrations when needed
Provide context
Repeat
Prompt awareness of learners relevant knowledge and experience
Phase2: Presentation of learning task or material
a. Present material
b. Make logical order of learning material explicit
c. Link material to organizer

Phase3: Strengthening of the cognitive organization
a. Use principles of integrative reconciliation
b. Elicit critical approach to subject matter
c. Clarify ideas
d. Apply ideas actively
Presentation Teaching Model
The model requires a teacher to provide students with advance organizers before
presenting new information and to make special efforts during and following the presentation t
strengthen and extend student thinking (Arends, 2004). It consists of four major phases:
1. Flow proceeds from the teachers initial attempt to clarify the aims of the lesson and to
get students ready to learn
2. Presentation of an advance organizer
3. Presentation of new information
4. Conclusion with interactions aimed at checking students understanding of the new
information to extend and strengthen their thinking skills
Syntax for the Presentation Model (Arends, 2004)
PHASE TEACHER BEHAVIOR
Phase1: Clarify aims and establish set
Teacher reviews the aims of the lesson and
gets students ready to learn.
Phase2: Present advance organizer
Teacher presents advance organizer and
makes sure that a framework for later
learning materials is provided and is
connected to students prior knowledge.
Phase3: Present learning materials
Teacher presents learning materials and pays
special attention to their logical and
meaningfulness to students
Phase4: Check for understanding and
strengthen student thinking
Teacher asks questions and elicits student
responses to the presentation to extend
student thinking and encourage precise and
critical thinking

Backward Design Model
This is an approach to instruction anchored on the backward curriculum design advocated
by Grant Wiggins and Jay McTighe (2005).
Backward Design Model centers on the idea that the design process should begin with
identifying of the desired results and then moving backwards to develop instruction (Moore,
2005).

Three Main Stages of the backward design process:





In the conduct of the backward design model, Tileston (2004) suggests the following:
1. Before planning lesson
Ask:
a. What are my expectations for my students?
b. What do I want the end results to be?
2. After teaching the lesson
Ask:
a. What do I want the students to know in terms of factual knowledge?
b. What do I want them to be able to do in terms of processes?
Lecture
According to Moore, lecture is
An excellent way of presenting background information when building a unit frame
of reference or when understanding a unit.
An instructional approach in which the teacher presents information and follows it up
with question-and-answer sessions.
For Eggen and Kauchak (2001), lecture is a form of instruction in which students receive
information delivered in a verbal, organized way by teachers.
Good and Brophy (1994) expounded that lectures are appropriate when
1. The objective is to present information.
2. The information is not available in a readily accessible source.
3. The material must be organized in a particular way.
4. It is necessary to arouse interest in the subject
5. It is necessary to introduce a topic before students read about it or provide instruction
about a task.
6. The information is original or must be integrated from different sources.
7. The information needs to be summarized or synthesized following discussions or
inquiry.
Stage1: Identify Desired Results
Stage2: Determine Acceptable Evidence
Stage3: Plan learning experiences and instruction
8. Curriculum materials need updating or elaborating.
9. The teacher wants to present alternative points of view or to clarify an issue in
preparation for a discussion.
10. The teacher wants to provide supplementary explanations of materials that students
may have difficulty learning on their own.
Syntax for Lectures (Gunter, Estes, & Schwab 2003)
1. Identify the main points to be covered.
2. Select an advance organizer.
3. Use examples to illustrate each point.
4. Summarize the points and refer back to the organizer.
Teacher Talk
Kellough and Kellough (2003) advised teachers to consider the following:
1. Teachers are cautioned to be mindful of talking too much.
2. Avoid talking too fast.
3. Be sure you are being heard and understood.
4. Remember that just because students have heard something before does not necessarily
mean they understood it or learned it.
5. Resist believing that students have attained a skill, or have learned something that has
been taught previously.
6. Just because the speaking channel is engaged does not mean that the sensory input
channels should stop working.
Lecture-Discussion Model
This is a teacher-centered approach to help students understand the organized bodies of
knowledge. It is grounded in the schema theory and David Ausubels concept of meaningful
learning, the model he designed to help learners link new and prior learning and relate different
parts of new learning to each other (Eggen & Kauchak,2001).
Syntax for the Learner-Discussion Model (Eggen & Kauchak, 2001)
1. Introduction
2. Presentation
3. Comprehension Monitoring
4. Integration
5. Review and Closure

PRINCIPLES AND GUIDELINES
Principles in Presenting Information
(Arends, 2004)
1. Knowledge is organized and structured around basic propositions and unifying ideas.
2. The students abilities to learn new ideas depend on their prior knowledge and existing
cognitive structures.
3. The teachers primary tasks to help students acquire knowledge are as follows:
a. Organizing learning materials in a thoughtful and skillful way
b. Providing students with advance organizers that will help activate, anchor, and
integrate new learning
c. Providing students with cues for drawing information from their long-term to their
working memories.
4. Cognitive structures change as a result of new information and thus become the basis for
developing new cognitive structures.
Guidelines in Presenting Information
(Gunter, Estes, & Schwab, 2003)

1. Analyze the content to be presented according to the needs of the learners.
2. Chart the content from the most general to the most specific material to be presented.
3. Break all the skills into small segments and present in a logical order.
4. Develop an advance organizer for the lesson that will provide a reference point for the
new material.
5. Select the main points or steps to be presented and limit these to a reasonable number,
depending on the learners.
6. Select examples to illustrate each main point and connect each point or step to the one
preceding it and to the advance organizer.
7. Ask questions to check for understanding and watch for signals from the class that
indicate lack of attention.
8. Summarize the main points and connect them to the next phase of the lesson.
Guidelines in Planning for Instruction
(Re-backward Design Model)
(Wiggins & McTighe, 2005)
1. It is a need to ask what it is that we want students to know and be able to do as a result of
the learning.
2. It is a must to examine how we will know that our students are learning and that they can
perform tasks as a result of the learning.
3. It is a must to identify which instructional practices will assure us that the students have
learned and that they can use the information provided.
Guidelines in Preparing Advance Organizers
(Eggen & Kauchak, 1988)
1. Present a large body of information prior to learning.
2. Present organizers in concrete fashion.
3. Include examples that can help learners identify the relationship between the ideas in the
organizer and the information.
General Guidelines for Teacher Talk
(Kellough, 2003)
1. Start the talk with an advance organizer
2. The talk should be planned for it to have a beginning and an end, with a logical order in
between
3. Pacing is important
4. Encourage student participation
5. Plan a clear ending (closure)
Guidelines in Direct Teaching
(Re-inductive Teaching)
(Muji & Reynolds, 2005)
1. Directing.
2. Instructing
3. Demonstrating
4. Explaining and Illustrating
5. Questioning and discussing
6. Consolidating
7. Evaluating pupils responses
8. Summarizing