2. • This chapter examines a variety of direct
instructional approaches, many of them
lend themselves to deductive strategies. We
will differentiate between inductive and
deductive strategies. We will discuss direct
instructional approaches that are teacher
directed in a whole class format. We will
look at deductive strategies and how they
can be used effectively to promote student
learning.
3. Objectives
By the end of this presentation you will be able to:
• Differentiate between deductive and inductive teaching
strategies and give an example
• Describe features of direct instruction
• Identify guidelines for the effective use of
presentations, demonstrations, questions and recitations
• Describe effective techniques when using practice,
drills, reviews, guided practice and homework
4. Instructional Approaches
• Inductive strategies are instructional
approaches that start with an unknown
principle and then attention moves to a
known
– Intended to tap into the interests and thinking
abilities of the students
5. Instructional Approaches cont’d
• Deductive strategies are
instructional approaches that start
with a known principle and then the
attention moves to the unknown.
– More direct and straightforward
– Lend themselves to direct instructional
approaches
6. U nknown P rincip le s
Inductive Strategies/Approach
Known P rincip le s
Deductive
Strategies/Approach
7. For example:
• Using deductive strategy/approach:
teacher presents the definition of a
topic sentence and tells students the
use and gives examples of topic
sentences then finishes the lesson by
asking students to write their own topic
sentences. Teacher reviews and gives
students feedback on their
performance.
8. What are the strengths of the
deductive strategy/approach?
•Directness of the
teaching strategy
•Specific focus of the
teaching strategy
•Tight linkage
between teacher’s
examples and the task
required of students
9. Example of the inductive
strategy/approach
– Give students sample paragraphs with topic
sentences underlined.
– Teacher would not tell the students at the start
what they are studying or give definitions.
Students would study paragraphs and answer
questions posed by teacher.
– Teacher focuses students’ comments towards
concept of topic sentences
– Use of examples and questions that helps
students to recognize the fundamental principle
of topic sentences
10. Strengths of the inductive
strategy/approach
• More indirect
• Can be very effective because students interact
with the content to make meaning.
11. So….tell me what we have learnt so
far…..
• Two instructional approaches to teaching
– deductive strategy & inductive strategy
– Directness & specific focus of teaching strategy and tight linkage
between instruction and student tasks
– Indirect, students interact with content and may lead to better
understanding, teacher uses questioning and examples.
12. Direct instruction
• Direct teaching strategies are
instructional approaches in which the
teacher structures lessons in a
straightforward, sequential manner.
The teacher is clearly in control of the
content or skill to be learned and the
pace and rhythm of the lesson.
13. Features of Direct Instruction
• Clear determination and articulation of goals
• Teacher directed goals
• Careful monitoring of students’ outcomes
• Consistent use of effective classroom
organization and management methods
14. Benefits of Direct instruction
• Allows teacher to introduce concept, skills in a
relatively short time.
• Academically focused with the teacher clearly
stating the goals for the lesson to the students
• Teacher closely monitors students’
understanding
• Teacher provides feedback to students on their
performance
15. Two types of Direct Instruction
1. Explicit Teaching – its objective is to teach
skills and help students master a body of
knowledge.
• Teacher gains students' attention,
• Reinforce concepts,
• Provide feedback on progress and
• Increase of academic time
16. Direct Instruction # 2
The Hunter Model - This is based on a
method of planning and implementing
instruction called ITIP- Instructional
Theory into Practice
ITIP is a lesson design process that
considers relevant factors in making
instructional decisions. It is a teacher-
directed approach to instruction.
17. Ten Guidelines for Explicit teaching
• Begin with a short statement of goals
• Short review of previous prerequisite learning
• Present new material in small steps, with student
practice after each step
• Give clear instructions and explanations
• Provide a high level of active practice for all
students
18. Guidelines cont’d
• Ask many questions, check for students
understanding and obtain responses from all
students.
• Guide students during initial practice.
• Provide systematic feedback and corrections.
• Provide explicit instruction & practice for
seatwork exercises & when necessary, monitor
students during seatwork.
• Continue practice until students are independent
and confident.
19. In Summary, Direct Instruction
should include:
• Daily reviews
• Presenting of new materials
• guided practice
• corrective feedback
• independent practice
• Weekly and monthly review
20. Elements of Hunter’s Lesson Design
• Anticipatory set
• Objective and its purpose
• Instructional output
• Modeling
• Monitoring to check for understanding
• Guided practice
• Independent practice
21. Direct Teacher-Centred
Instructional Strategies
• Presentations
• Questions
• Demonstrations
– Similar to a lecture in its direct communication
of information from teacher to students involves
visual presentation to examine processes,
information and ideas.
• Recitations
– A series of short answer questions to check
understanding or recall of previously covered
content.
22. Effective Practice Techniques
• Practice
• involves going over material just learned. It is intended
to consolidate, clarify, and emphasize what students
have just learned.
• Drills
• Drilling involves repeating information on a particular
topic until it is firmly established in the students’
minds. E.g. multiplication tables
• Reviews
• An opportunity for students to look at a topic another
time. It does not require drilling techniques.
23. • Guided practice
• Seatwork, teacher-led practice, involves
students working on in-class assignments,
often independently
• Homework
• Study that students do when they are not
under the direct supervision of teachers, such
as at home, the library or in a study hall.
24. Presentations
• Presentation –an informative talk that a more
knowledgeable person makes to less
knowledgeable persons. There may be little or
no student participation by questioning or
discussion. Uses of presentations:
– To disseminate information in a short time
– To stimulate student’s desire to learn
– To present information in a certain way
– To adapt it to a particular group
– To introduce or explain learning tasks.
25. Don’t use presentations when:
• Objectives other than knowledge acquisitions
are sought
• The information is complex, abstract, or detailed
• The learner involvement is important
• Higher cognitive skill is sought
• Students are below average ability
26. Teachers Keep in mind
• Know your content like an expert
• Limit the length of presentation to the tolerance level
of the particular group.
• Present in such a way that it is interesting to students.
• Provide appropriate levels of structure and sequence.
• Maintain flexibility.
• Provide organizers
• Use the presentation in combination with other
methods
• Use instructional media and materials, summarize the
content
• Provide follow up activities.
27. Guidelines for presentations
• Present lesson objective to students
• Present information in an organized, sequential manner
• Expect student interaction [questions and comments]
• Move from general to specific ideas and information
• Use graphic organizer or aids to promote learning.
• Use good examples and explanations
• Encourage students to reflect on and apply what they
have learned.
• Check for students’ understanding.
28. Types of questions for different
purposes
• Focusing questions -focuses students attention
on material being discussed
• Prompting questions -includes hints and clues
to aid students in answering questions
• Probing questions- used to seek clarification
and provide guidance to more complete answers
29. Questioning Strategy
• Very critical instructional tool
• There are two categories:
• 1. Questions for the learning domains.
• 2. Convergent questions- [having one correct or
best answer] and Divergent questions [open
ended having many appropriate answers]
30. Questioning Techniques
• Use random selection when calling on students
• Use variety and unpredictability in asking
questions
• Ask the questions before calling on a particular
student
• Wait at least 5 seconds before calling on a
student.
• Have students respond to classmates’ answers
31. • Do not consistently repeat students’ answers.
• Ask questions that relate to students’ own lives or similar
situations.
• Vary types of questions being asked.
• Ask questions logically and sequentially.
• Ask questions at a variety of levels.
• Follow up students’ responses.
• Give students time to think when responding
• Ask questions that invite wide student participation
• Encourage student questions.
• Plan key questions to provide lesson structure and direction.
• Adapt questions to student ability level.
32. Now its…
Your Turn Teachers
Form groups of two. You
have 5 minutes to write some
guidelines you used to
effectively carry out a
presentation, demonstration,
recitation or practice during
your teaching practice. Cindy
please join a group. You may
use your text for reference.
Go…..!!!!
33. Thank you for your attention.
All the best in answering your
questions.
