1. Deductive Methods & Direct Instruction

2. 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.

3. Deduction vs. Induction Direct Instruction Teaching Model
Overview
Deduction vs. Induction
Deduction is today; Induction next class
Direct Instruction Teaching Model

4. Deductive Approaches Is this aligned with rationalism or empiricism?
Start with an “Ideal” (generalization)
It is closer to Platonic Rationalism

5. An Alternative: Inductive Approach
Is this aligned with rationalism or empiricism?
Gather data with your senses
It is closer to Aristotelian Empiricism

6. Summary Inductive Deductive
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”

7. 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?

8. Examples of Generalizations:
Science
Snell’s Law: The angle of incidence is equal to the angle of reflection
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.
area = (a * b) / 2

9. Direct Instruction
A model of teaching
Most often it follows a deductive approach
It is often largely aligned with behaviorist tenets

10. 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

11. 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.

12. Partial Sums Open by reconnecting to prior principles:
How do we add together: ?
What would you do (with the unit blocks) to show me this?
[take a moment to do this]

13. Partial Sums

14. Anticipatory Set Motivate the complexity:
Today, I want you to learn how to use the manipulatives to add two digit numbers together.

15. Model the Solution
Introduce the steps

16. Model the Solution
Introduce the steps

18. Partial Sums - the Body Introduce the Generalization Partial Sums
Start with the highest place values and add them together
Then move to the next place value

19. Partial Sums - the Body
Model the Generalization

20. Partial Sums - the Body Model the Generalization
Prompt for understanding (do they understand “why” 90 here)?

21. Partial Sums - the Body Model the Generalization
Prompt for understanding (do they understand “why” 7 here)?

22. Partial Sums - the Body
Model the Generalization

23. Partial Sums - the Body
Practice with different problems and check for understanding
Model how to solve:
Using both manipulatives and partial sums (abstract)

24. 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?”

25. Direct Instruction w/ “Hands-On”
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.”
Teacher has students work either with or without manipulatives to assist them in practicing this method.
Teacher moves on to (perhaps another) method
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? 11
186
+149
335

26. 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

27. 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)

28. 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

29. How does D.I. align with Behaviorist Principles?
Learning is measurable and observable.
Learning occurs gradually and step-by-step
Learning results from the effects of stimuli on behavior

30. The Teaching Case
How were elements of direct instruction represented in the case?
What behavioral tenets were implemented.?