Deductive Instructional Approaches discusses deductive instructional models and their application in teaching. It identifies several deductive models including the deductive reasoning model, advance organizer model, presentation teaching model, and backward design framework. These models begin with presenting broader concepts and principles before specific examples. The document also contrasts inductive and deductive teaching, noting that inductive approaches begin with specific examples and move to broader generalizations, while deductive approaches begin with generalizations and apply them to specific examples.

1. Deductive Instructional Approaches

2. 1.discuss the nature of deductive
instructional approaches when applied
in the teaching-learning process;
2 .identify the instructional models that
make the development of deductive
lessons possible;

3. 3 .describe the development of
deductive lesson from its
conceptualization to evaluation and
assessment;
4 .discuss the significance of the
deductive reasoning model and
identify the content;

4. of instruction that will match the
instructional the instructional model
5.Compare and contrast the different
instructional models by applying each
one in the development of selected
lessons

5. 6. Discuss the principles and guidelines
that will facilitate the development of
effective deductive lessons;
7.Develop lessons utilizing the
deductive instructional approaches;
8.Give the similarities and differences
of the inductive and deductive models;

6. 9.Prepare a chart showing the
movement of a deductive lesson;
10.Compare the movement in the
conduct of instruction of the
inductive and deductive lessons.

8. Deductive Instructional Models
 Deductive
Reasoning Model
-this model proceeds from principles
or generalizations to their application
in specific instances.

9. Syntax for Deductive Reasoning Model:
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.

10. 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.

11. -these are verbal statements at the
beginning of a lesson that preview and
structure new material and link it to
the content students already
understand.

12. Types of Organizers:

Expository organizers
-these organizers provide a basic
concept at the highest level of
abstraction and perhaps some lesser
concepts.

13. 
Comparative organizers
-these organizers are used with
relatively familiar material.

14. Syntax for the Advance Organizer
Model:
Phase 1: Presentation of Advance
Organizer
Phase 2: Presentation of learning task
or material
Phase 3: Strengthening of the cognitive
organization

16. PRESENTATION TEACHING MODEL
- this model requires a teacher to
provide students with advance
organizers before presenting new
information and to make special
efforts during and following the
presentation to strengthen and extend
student thinking.

17. SYNTAX FOR THE PRESENTATION
MODEL( Arends 2004)
Phase
Teacher Behavior
Phase 1: clarify aims and Teacher reviews the aims of
establish set
the lesson and get students
ready to learn.
Phase 2: present
advance organizers
Teacher presents advance
organizer and make sure that
a framework for later learning
materials is provided and is
connected to students’ prior
knowledge.

18. Phase
Teacher Behavior
Phase 3: present learning
materials
teacher presents learning
materials and pays special
attention to their logical
ordering and meaningfulness
to students.
Phase 4: check for
Teacher asks questions and
elicits student responses to the
presentation to extend student
thinking and encourage precise
and critical thinking
understanding
and strengthen
student
thinking

19. -centers on the idea that the design
process should begin with identifying
of the desired results and then moving
backwards to develop instruction.
- the process starts not with the
lesson, but with teachers’
expectations for the end result.

20. (According to Wiggins and McTighe
Framework)
Three main stages
Stage 1. identify
desired results
Stage 2. determine
acceptable evidence
Stage 3.plan learning
experiences and
instruction

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

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

23. 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.

24. -it is an instructional approach in which
the teacher presents information and
follows it up with question-andanswer sessions.

25. 1.
2.
3.
4.
Identify the main points to be
covered
Select an advance organizer
Use examples to illustrate each point
Summarize the points and refer back
to the organizer

26. -a lecture is considered formal teacher
talk.
-it encompasses lecturing to and
talking with students .

27. 1.
2.
3.
4.
5.
Introduction
Presentation
Comprehension Monitoring
Integration
Review and Closure

28. TEACHING INDUCTIVELY
TEACHING DEDUCTIVELY
-students
students consider given
generalizations and
provide supporting data.
Deductive thinking often
requires that students
evaluate the merit of an
activity, object or idea.
collect,
organize, and examine
data; identify common
elements; make
generalizations based on
common or general
elements

29. TEACHING INDUCTIVELY
TEACHING DEDUCTIVELY
-students are first presented
with specific data and facts;
and gradually through the
process of investigation and
reasoning, they form the
generalization, rule, or concept
definition.
-the lesson begins with the
presentation of a
generalization, a rule, or a
concept definition.
-students are given specific
examples, along with facts,
associated with a
generalization, concept, or
rule.
-in moving from general to
specific, students are
encouraged to draw inferences
and make predictions based on
examples.

30. Teaching Inductively
Teaching Deductively
-the presentation starts with
real-life examples and moves
on to general rules or
principles.
-the presentation starts with
general principles or rules and
goes on to more detailed or
specific examples.
- the teacher presents specific
data from which a
generalization is to be drawn.
-the teacher reviews the taskrelevant prior facts, rules and
action sequences needed to
form the generalization

31. Teaching Inductively
Teaching Deductively
-each student is allowed
uninterrupted time to observe
or study the data that
illustrates the generalization
-students are shown additional
examples and then nonexamples containing the
generalization
-students raise question, pose
hypothesis, or make a
prediction thought to be
contained in the generalization

32. Teaching Inductively
-student’s attention is
guided to the critical or
relevant aspects of the
data containing the
generalization and then to
its non-critical or
irrelevant aspects
-a generalization is made
that can distinguish the
examples from nonexamples
Teaching Deductively
-data , events, materials
or objects are gathered
and observed to test the
prediction
-the starting
generalization is refined
or revised in accordance
with the observations