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.

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

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

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

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”

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 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

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

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

Model the Solution Introduce the steps

Model the Solution Introduce the steps

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

Partial Sums - the Body Model the Generalization

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

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

Partial Sums - the Body Model the Generalization

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” 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

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? Learning is measurable and observable. Learning occurs gradually and step-by-step 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.?