Deductive

Teaching
Models
September 29, 2014
What Does Deductive Mean?

 Two minutes- write down your own

definition of what deductive reasoning
means.
Deductive
 The
development of understanding of
specific instances or examples from an
understanding of the larger rules or laws.

 Youlearn the overarching principles first

then see worked examples.
What is deductive teaching?
 More direct instruction
 Teacher lead
 Not as constructivist as inductive
Deductive Teaching Models
 Lecture

 Cookbook Lab

 Demonstration
Typical Format of Deductive
Lesson
 Introduction of ideas by instructor

 Definition of terms by instructor

 Worked example by instructor

 Practiced examples by students

Advantages
 Deductiveteaching is beneficial bc:
1. Time
2. Control
3. Uniformity
4. Effective instruction
5. Faster prep and
planning
Disadvantages
Potential Disadvantages for Deductive
Teaching:
1. Student involvement lower
2. Student motivation possibly
lower
3. Personal construction of
knowledge lower
4. Value of scientific reasoning
and thinking
Demonstration MicroTeach
 You will teach a demo (approx 10
minutes) to a group of four- five peers.
 Use Demo Lesson plan from two weeks
ago as model.
 You need:
 Materials
 Lesson plans
 Handouts
 Lesson Title: Air Pressure
 Lesson Type: Demonstration

 1. Connection to Standards: NGSS
 MS-ESS26: Develop and use a model to describe how unequal heating and rotation of Earth is impacted by weather.

 2. Materials/Resources:
 Hard-boiled egg
 A glass bottle with a mouth just slightly smaller than the egg
An 8-cm by 8-cm (3-inch by 3-inch) piece of newspaper
A match
 Technology Integration (Include all technology that will integrated into this lesson, including videos, SMART boards, web simulations, etc.)

 Sponge Activity/Snapshot (What activity will be done when students enter the room to get them into the mindset of the concept to be learned?):

 Students will be asked to brainstorm ways to get the egg into the bottle.

 Objective/Purpose (For the student's benefit, explain what students will be able to do by the end of the lesson and why these objectives are important to
accomplish.)

 Students will learn about air pressure. Specifically they will learn that air, despite being unseen, takes up space and thus can be removed from a space.
They will learn the term vacuum, and they will also observe how air pressure changes the surrounding environment.

 Skills (Use this section to clarify the skills you will introduce or reinforce.):

 Lesson Procedure/ Model/Guided Practice: (If you will be demonstrating the skill or competence, how will this be done? List activities which will be used to
guide student practice and provide a time frame for completing this practice.):

 For this demonstration, I will explain to students what we are going to do today.

 Lesson Procedure:
 After students are seated I will ask them to spend 2-3 minutes writing down their ideas about how I can get the egg into the bottle.
 Call on some students and have them share ideas (5 min)
 Review fire safety procedures with students. (2 min)
 Light paper on fire and drop into bottle (1 min)
 Immediately place egg on top of opening of bottle. (1 min)
 Tell students to watch what happens.
 After egg goes into bottle ask students to write down what they observed and why they think it happened. (3-5 min)
 Have students pair and share to discuss their ideas about what happened (5 min)
 Have students share with larger class what they think happened (5 min)
 Explain that air has mass and takes up space or volume regardless of whether or not we can see it. By lighting a fire we created a way for air to be removed
from the bottle. Because the egg was on top the pressure inside the bottle became greater than the pressure outside the bottle. Seeking balance, the
higher-pressure vacuum removed the flexible barrier (the egg) and thereby sucked it into the bottle.
 Check for Understanding (Identify strategies to be used to determine if students have learned the objectives.):

Activity
 On your own, start planning your demo
activity. By the end of this period you
should be able to tell me what you are
demoing, what your learning goals are,
and what standards align with your lesson.
Also good to have a plan of how to do it.
(25 minutes)