ACTIVITY 1: Questions for Discussion

1. What is a deductive instructional model? How does it differ from the inductive instructional
model?

A deductive approach teachers rules first, then the rules are used in examples and activities. The main
difference between inductive and deductive reasoning is that inductive reasoning aims at developing a
theory while deductive reasoning aims at testing an existing theory. Much depends on the teachers and
the students.

2. What are the common attributes of the deductive instructional models? Cite examples.

Deductive learning is a more instructor – centered approach to education. Concepts and generalizations
are introduced first to learners, followed by specific examples and activities to support learning. Lessons
are generally conducted in lecture form with minimal dialogue between educators and their learners.

3. What are the instructional models that lead to teaching deductively?

A deductive approach to teaching language starts by giving learners rules, then examples, then practice. It
is a teacher – centered approach to presenting new content. This is compared with an inductive approach,
which starts with examples and asks learners to find rules, and hence is more learner – centered.

4. What key ideas can you share about deductive instructional models?

Deductive learning is more instructor – centered approach to education. Concepts and

generalizations are introduced first to learners, followed by specific examples and activities to
support learning. Lessons are generally conducted in lecture form with minimal dialogue
between educators and their learners.

Activity 2. Explore.

1. Interview through online two (2) teachers in Araling Panlipunan in a nearby school or your neighbour.
Ask them if they are using deductive instructional approaches in the conduct of lessons in the classroom
and if they advocate the use of each one for instruction.

“I usually use deductive approach when I discuss about grammar since it is more on rules and examples
but with the curriculum we have wherein the focus is more on learners it is more on inductive.” - R.
Vasquez (English Teacher)

Activity 3. Answer the following questions with the use of concept maps. Write the explanation on the
space provided.

1. What is deductive teaching?

Deductive Teaching Specific Examples or activities Generalization (or rule)

A deductive teaching is a traditional approach which information about target language and rules are
driven at the beginning of the class and continue with examples.

2. What is the nature of the advance organizer model?

Advance Organizer Presentation of Presentation of learning Strengthening Cognitive

Organization
Model advance organizer task or Learning task

Advance Organizer are Model for helping students organize information by connecting it to a larger
cognitive structure that reflects the organization of the discipline itself.
3. Describe the flow of instruction of the deductive reasoning model.

Deductive Reasoning Facts Predicted Result

Model

Deductive Reasoning is a logical approach where you progress from general ideas to specific conclusions.
Deductive reasoning is also called deductive logic or top – down.

4. What are the stages of the backward design model? Explain each stage.

Stage 1: Stage 1. Identify

designed results
Backward Design Model
Stage 2: Stage 2. Determine
acceptable evidence.

Stage 3: Plan learning

experiences and instructions

Stage 1: Identify desired results. Identifies enduring understanding, the learning that endures over the
long term. Backward design uses a question format rather that unreasonable objectives. The questions
focus on the line of inquiry leading to the desired learning.

Stage 2: Determine acceptable evidence. Defines the form of assessment, which will demonstrate that
students have acquired the desired knowledge, understanding and skill.

Stage 3: Plan learning experience and instruction. Determines what sequence of teaching and learning
experiences will equip students to develop and demonstrate the desired understanding. This includes the
research-based repertoire of teaching-learning strategies and the activities students will do during the
lessons and what resources and materials will be needed.

5. Describe the nature of lecture as an instructional model. (Write your answer in sentences below)

1. Presents information

Lecture 2. Follows it up with

3. Answer sessions

Good and Merket (1959) suggest lecture as a method of teaching by which the instructor gives an
oral presentation of facts or principles to learners and the class usually being responsible for note taking,
usually implies little or no class participation by such means as questioning or discussion.

6. What is teacher talk?

Encompasses lecturing
Teacher Talk to and talking with
students.

Teacher talk is everything that a teacher says in the classroom. This includes content, context, tone and
vocabulary.
7. Describe the nature of the lecture-discussion model.

Introduction Presentation Review and closure

Type of model where the teacher lectures about a subject or topic to the class and then the students will
discuss amongst the class what their feelings are about that topic.

Activity 4. Write the instructional models that move deductively in the unfolding of a unit of study or
particular lesson in the cluster map. Describe the movement of these instructional models in the unfolding
of lessons.

Advance
Organizer
Model
Lecture- Presentation
Discussion Teaching
Model Model
Deductive
Instructional Models

Teacher Backward
Talk Design Model

Lecture Model

Activity 5. List the types of organizers on the first column and the significance of each one on the second
column.

Organizers Significance
1. Expository Organizers Provides a basic concept at the highest level of abstraction and lesser
concepts, helpful in providing scaffolding for unfamiliar materials.
2. Comparative Designed to discriminate between the old and the new concepts to prevent
Organizers confusion caused by their similarity.

Activity 6. Write on the ladder web the stages of the backward design model. Explain each stage on the
space provided.

Stages of the backward design model

1. Stage 1: Identify desired Results

2. Stage 2: Determine

3. Stage 3: Plan Lesson

1. Stage 1: Identify desired results. Identifies enduring understanding, the learning that endures over
the long term. Backward design uses a question format rather that unreasonable objectives. The questions
focus on the line of inquiry leading to the desired learning.

2. Stage 2: Determine acceptable evidence. Defines the form of assessment, which will demonstrate
that students have acquired the desired knowledge, understanding and skill.

3. Stage 3: Plan learning experience and instruction. Determines what sequence of teaching and
learning experiences will equip students to develop and demonstrate the desired understanding. This
includes the research-based repertoire of teaching-learning strategies and the activities students will do
during the lessons and what resources and materials will be needed (Moore, 2005)
Activity 7. Complete each statement about the cautions on the use of teacher talk in the
classroom.

1. Teachers are cautioned to be mindful of talking too fast.

2. Avoid talking too fast.

3. Be sure that you are being heard and understood

4. Remember that just because students have heard something before does not necessarily mean
that they understood it or learned it.

5. Resist believing that students have attained a skill or have learned something that was taught
to them previously.

Activity 8. Choose five principles/guidelines in presenting information and write examples for
each one.

1. Analyze the content to be presented according to the needs of the learners.

- Assessing the students, formally or informally, to determine their current knowledge,

skills and attitudes and then noting the needs revealed by the assessment information.

2. Ask questions to check for understanding and watch for signals from the class that indicate
lack of attention.

- Encouraged your students to be reflective thinkers and check for comprehension with
the used of interactive notebooks.

3. Summarize the main points and connect them to the next phase of the lesson.

- Summarize what did they discussed and write a sentence description that touches upon
the main points. Also previewing to the next lesson.

4. Break all the skills into small segments and present in a logical order.

- Look at big picture; make sure they understand what the end product is supposed to
looks like.

5. Select examples to illustrate each main point and connect each point or step to the one
preceding it and to the advance organizer.

- Persuasion map an interactive organizer that helps students familiarize themselves with
process of persuasive writing.
Activity 9. Prepare an information retrieval chart about the guidelines for direct teaching.

Guidelines Activities
Sharing teaching objectives with the class, ensuring that
1. Directing pupils know what to do, and drawing attention to
important points.
2. Instructing Giving information and structuring it well.
Showing, describing, and modeling using appropriate
3. Demonstrating
resources displays.
4. Explaining & Giving accurate, well-placed explanations and referring
Illustrating to previous work or methods.
Questioning in ways that match the direction and pace
5. Questioning & of the lesson, ensuring that all take part in the
Discussing discussion, listening carefully to the student responses,
and constructing constructively.
Maximizing opportunities to reinforce and develop what
has been taught, through a variety of activities, asking
pupils either with a partner or as a group to reflect on
and talk through a process, inviting them to expand
6. Consolidating
their ideas and reasoning, getting them to think of
different ways of approaching a problem, asking them to
generalize or to give examples that match a general
statement.
Identifying mistakes, using them as positive teaching
points by talking about them and any misconceptions
7. Evaluating that led to them, evaluating pupils’ presentations of
their work to the class, and giving them oral feedback on
their written work.
Reviewing during and toward the end of a lesson when
has been taught and what students have learned,
identifying and correcting misunderstandings, making
8. Summarizing students to present their work and picking out key
points and ideas, making limits to other subjects, and
giving students an insight into the next stage of
learning.
 DEDUCTIVE

AND

INDUCTIVE

APPROACHES

SUBMITTED TO: MR. LORD IVAN A. PANCHO

SUBMITTED BY: GAYOTIN TYRON T. BSED SOC – STUD 2A