Deductive Instructional Approaches

1. Describe very briefly (1-2 sentences only) the different Deductive Instructional
Models. Use this template.

Deductive Instructional Models Descriptions How the model is used in the class

Deductive Reasoning Model Creating general ideas to Present a general idea to the class and
(Bhandari, 2022) create specific conclusions. let the learners understand by
Meaning breaking down of breaking down the idea to create a
general ideas (premise) to conclusion. Example, in a science
formulate relevant class, the topic is about insects. All
conclusions. insects have exactly six legs
(premise). Spiders have eight legs
(premise). Therefore, spiders are not
insects (conclusion).

Advance Organizer (Ausubel, Advance presentation of Present pictures of different scenarios

1968) relevant introductory materials about the environment. The learners
to present framework for will have an idea and can relate about
module content. These the topic to be discussed. Example, in
materials may be in text, a science class, the topic is pollution.
graphics, or hypermedia The teacher presents pictures of
format. vehicles and factories producing
enormous smoke.

Presentation Teaching Model
(Arends, 2004)
The teacher provides an When discussing a topic that has
advanced organizer to the many subtopics, the presentation of
learners before a new advanced organizers that can link and
information presentation. The can make the learners relate the next
special efforts during and topic from the previous topic being
following presentations are discussed. Going back to the example
necessary to strengthen and in the science class where pollution is
extend learners’ thinking. the topic, the presentation of pictures
that shows effects of pollution in the
environment can make the learners
relate and link their ideas from the
previous discussions.

Backward Design Model Expectation of the teachers for Announce an activity, make sure that
(According to Wiggins and the result. Meaning the teacher the learners understand what the
McTighe Framework) identifies the desired results activity is all about, then formulate
then works backwards to producers based on their
establish instruction. understanding to achieve the desired
result of the activity. For example, in
a TLE class, the topic is cooking,
make sure to state the desired result
(the food to be cooked), let the learner
understand the topic all about (by
letting them decide the ingredients
and materials needed), then do the
step-by-step procedures to perform
the activity.

Lecture Presentation of information Discuss a topic to the class, allow the

and ideas to the class.
Following presentations are
formulations of questions
seeking answers from the
learners.
learners to listen and understand the
topic being discussed, then let them
answer some questions to verify their
understanding about the topic.

Teacher Talk Discussions or lectures to the
class about a topic are
considered formal teacher talk.
The pouring of ideas and
information through lecturing
to and talking with learners.
Giving a talk about a certain topic,
like relying on information from
various sources (books and internet),
giving insights by relating to personal
experiences and consideration of
different point of views of what the
topic is all about are examples of
formal lecturing to the class. An hour
or hours of talk about the topic are
good enough to let the learners
understand the topic being tackled.

2. In two sentences, cite the differences between Inductive and Deductive teaching
when your topic is “subject – verb agreement and writing simple sentences”

In inductive teaching the teacher will give a simple sentence containing subject and verb, then
the learners identify and understand the example given. On the other hand, in deductive teaching
the teacher discusses what subject and verb agreement is all about, then the teacher asks the
learners to give examples of simple sentences containing subject and verb based on the
discussion to the class.