Deductive Methods

&

Direct Instruction

How might you teach these concepts?

• A thermometer can be used to measure temperature.• The temperature is the point of the top of the red liquid in the

thermometer.• Hotter objects will “read” higher on a thermometer than colder

ones.

• There are a number of different methods (or models) that you can use to teach about these concepts.

• Today, we’ll examine Direct Instruction.

Overview

1. Deduction vs. Induction– Deduction is today; Induction next class

2. Direct Instruction Teaching Model

Deductive Approaches

Deductive Approach

Activity (Inquiry)

Concept or Principle Presented

by Teacher

Activity (Inquiry)

Activity (Inquiry)

Is this aligned with rationalism or empiricism?

Start with an “Ideal” (generalization)

It is closer to Platonic Rationalism

An Alternative: Inductive Approach

InductiveApproach

Activity (Inquiry)

Concept or Principle

Discoveredby Student

Activity (Inquiry)

Activity (Inquiry)

Is this aligned with rationalism or empiricism?

Gather data with your senses

It is closer to Aristotelian Empiricism

Summary

• Inductive– Move from gathering “data” toward learning a “rule” or

“generalization”– Inquiry Approaches

• Open, Guided, Directed

• Deductive– Start with Generalization and Move to Understanding the

Specific– Usually Direct Instruction involved

• May be lecture ONLY• May involve “hands on”

– Which may or may not be “inquiry”

Advantages/Disadvantages of Deductive approaches?

• Recall a traditional english class, where you learned how to diagram a sentence. (I.e. the teacher modeled this).

• Then you practiced on diagramming your own sentences.

• What might be the advantages/disadvantages of this approach?

Examples of Generalizations:

• Science– Snell’s Law: The

angle of incidence is equal to the angle of reflection

area = (a * b) / 2

• English–The color “Red” is a symbol for shame in [this] story

• Math–The area of a right triangle is equal to the 1/2 times the length times the height.

Direct Instruction

• A model of teaching• Most often it follows a deductive approach• It is often largely aligned with behaviorist

tenets

Direct Instruction “flow”

• Introduction– Motivate the lesson (perhaps just connect to prior learning/knowledge)– Make behavioral objectives explicit to the students– Introduce an Anticipatory set or Activating Set

• Body– Present the generalization (i.e. the new skill)– Present it in steps

• Check for mastery at each step– Use probes, etc. to check for mastery

– Use questioning (planned) and practice in different contexts

• Closing– Have them indicate what they’ve learned and summarize

• Assign Independent Practice

• Assign Distributed Practice

An Example to Consider

• Topic: Partial Sums Addition• Objectives:

– Given base-ten blocks and white boards, students will be able to use the blocks to demonstrate the relationship between the concrete and abstract for partial sums.

Partial Sums

Open by reconnecting to prior principles:

How do we add together: 7 + 2 ?What would you do (with the unit blocks) to show me this?

[take a moment to do this]

Partial Sums

7

2+

9

Anticipatory Set

Motivate the complexity:

Today, I want you to learn how to use the manipulatives to add two digit numbers together.

75

+ 24

Model the Solution

Introduce the steps

75

+ 24

70 + 5

20 + 4

Model the Solution

Introduce the steps

75

+ 24

70 + 5

20 + 4

+

90 + 9

Partial Sums - the Body

Introduce the Generalization

Partial SumsStart with the highest place values and add them togetherThen move to the next place value

Partial Sums - the Body

Model the Generalization

65

+ 32

Partial Sums - the Body

Model the Generalization

65

+ 32

90 Prompt for understanding (do they understand “why” 90 here)?

Partial Sums - the Body

Model the Generalization

65

+ 32

90Prompt for understanding (do they understand “why” 7 here)?

7+

Partial Sums - the Body

Model the Generalization

65

+ 32

907+

97

Partial Sums - the Body

Practice with different problems and check for understanding

Model how to solve:

21 + 38

Using both manipulatives and partial sums (abstract)

Another Example to Consider

• Topic: Addition w/ Regrouping• Objectives:

– Given a contextual “problem” students will be able to• State the addends of the problem

• Successfully do three-digit addition that requires regrouping

“Ian has 186 shells in his collection. Over the summer he goes to the beach and collects 149 more shells.

How many shells does Ian have now?”

Direct Instruction w/ “Hands-On”

1. Teacher “Models” how to solve three-digit addition w/ regrouping

• “First I added 6 and 9 to get 15. I wrote down the 5 and carried the 1. Then I added 8 and 4 to get 12, plus 1 is 13; I wrote down the 3 and carried the 1 to get 1 and 1 and 1 is 3. So my answer is 335.”

2. Teacher has students work either with or without manipulatives to assist them in practicing this method.

3. Teacher moves on to (perhaps another) method

11

186+149 335

Ian has 186 shells in his collection. Over the summer he goes to the beach and collects 149 more shells.

How many shells does Ian have now?

Considerations when Using Direct Instruction

• Content level understanding of lesson relative to Bloom’s Taxonomy– Q: To what level is D.I. best suited?– A: Lower (knowledge, comprehension, application)

• Are students ready conceptually / physically?– Q: E.g. what needs to be in place for a D.I. lesson using

math manipulatives?– A: Familiarity with prior concepts or manipulatives

• Is the content suitable for breaking into sequential parts?– Q: To what behaviorist idea does this align?– A: Task analysis

Direct Instruction

In general, all direct instruction models have the following common principles:

• More teacher-directed instruction (> 50%)

• Active presentation of information (could be by teacher, computer, another student)

•Clear organization of presentation

• Step-by-step progression from subtopic to subtopic (based on task analysis)

Direct Instruction

In general, all direct instruction models have the following common principles:

• Use many examples, visual prompts, and demonstrations.

• Constant assessment of student understanding (before, during and after the lesson).

• Alter pace of instruction based on assessment of student understanding

• Effective use of time and maintaining students' attention

How does D.I. align with Behaviorist Principles?

1. Learning is measurable and observable.

2. Learning occurs gradually and step-by-step

3. Learning results from the effects of stimuli on behavior

The Teaching Case

• How were elements of direct instruction represented in the case?

• What behavioral tenets were implemented.?