EDPY Group 10 presents Direct Instruction

1. Direct Instruction Chapter 12 Pages 471-473, 474-476, 483-488 Haley Toye Makary Sin ManpreetRai

2. Direct Instruction Also called EXPLICIT TEACHING “Systematic instruction for mastery of basic skills, facts, and information” ACTIVE TEACHING is teaching characterized by high levels of teacher explanations, demonstration and interaction with students.

3. Explanation and Direct Instruction Teacher explanation is appropriate for: Communicating large amounts of material to students in a short period of time Introducing a new topic Give background information Motivating students to learn more on their own

4. This is how Sheldon uses Direct Instruction to explain physics to Penny…

5. Direct Instruction best applies to the teaching of basic skills, or skills that are needed for later learning and can be taught in a step by step sequence. Useful for… Not Useful for… Creative Writing Solving Complex Problems Discussing an Issue Science Facts Math Problems Reading Vocabulary Grammar Rules

6. Teaching a grade 4 class long division is a good time to use direct instruction. TRUE FALSE Asking your grade 11 English Class to write an essay on their personal hero is a good time to use direct instruction. TRUE FALSE

7. In order for direct instruction to be successful… Effective teacher management of the classroom with minimal student interruption

8. In order for direct instruction to be successful… 2. Teacher maintains a strong academic focus and uses available instructional time wisely

9. In order for direct instruction to be successful… 3. Teacher chooses tasks carefully and clearly presents solutions. The teacher is continuously diagnosing each students progress. The teacher identifies weaknesses and provides help through remedial instruction

10. 1. Review and check the previous days work. Re-teach if necessary 2. Present New Material make the purpose clear, teach in small steps and provide examples/non-examples 3. Provide Guided Practice Provide questions, practice problems and listen for misconceptions and misunderstanding. Students should answer about 80% of questions correct 4. Give feedback and correctives based on student answers Re-teach if necessary. Rosenhein’s 6 Teaching Functions

11. 5. Provide Independent Practice Let students apply their learning on their own through seatwork, homework or cooperative groups. Students should answer 90% of questions correctly and be well prepared for examination. 6. Review weekly and monthly Include homework, test often and re-teach material missed on the tests.

12. Well-organized presentations, clear explanations, the use of explanatory links and reviews can help students perceive connections among ideas. Reviewing refreshes prior knowledge Guided instruction doesn’t overload students with information and allows the teacher to address misconceptions Why does Direct Instruction Work?

13. Some students have trouble listening for more than a few minutes at a time. Criticisms of Direct Instruction

14. Tips for Keeping Students Engaged Scripted Cooperation is a learning strategy in which two students take turns summarizing material and criticizing the summaries Pose a question, and give all students a few minutes to come up with some ideas. Ask them to share their ideas with the class Ask students to finish sentences such as, “Today I learned…,” “I was surprised…,” Students can keep a journal of these sentences

16. Voting-ie. “How many of you…”

17. Choral Response- Have the whole class repeat a statement in unison.

18. Ex. “An octagon has 8 sides”

20. Individualized Instruction refers to the idea of tailoring the pace, learning objectives, level and assessment approach so that each individual student benefits.

24. Seatwork lessons assigned to be done by students at their desks in the classroom Seatwork should not be the main mode of instruction. It should follow up a lesson and give students supervised practice Students should see the connection between seatwork and the lesson

25. Keeping Students Involved - get the students started correctly by making sure that they understand the assignments - first do a few questions as a class - hold the students accountable for completing their work correctly - the work should be checked, give students a chance to correct the errors or revise the work, and the results counted towards the class grade Seatwork should be not be too difficult - the objectives should be clear, all the materials that might be needed should be provided, and the work should be easy enough that the students can succeed on their own - success rates should be near 100 percent

32. summarize and report on homework completion

33. teach skills necessary for successful homework completion- materials organization, time management, problem solving

34. Learning and Teaching Math

35. It is believed that traditional mathematics instruction often teaches students unintended lessons, for example, when students think that math doesn’t need to make sense, they just need to memorize a formula. Mathematics

36. Constructivist Approach Strong support for constructivism approach comes from mathematics education

37. 3 main notions Thinking process of students is the focus of attention One topic is considered in depth rather than attempting to cover many topics Assessment is ongoing and is mutually shared by teachers and students Constructivist Approach

38. Promote students’ autonomy and commitment to their answers Develop students’ reflective process Construct case history of each student If student is unable to solve a problem, intervene to negotiate possible solution with student When the problem is solved, review the solution Constructivist Approach to Mathematics

39. Learning and Teaching Science

40. Science For students to understand science, they have to directly examine their own theories and confront the shortcomings

41. Conceptual Change A method that helps students understand (rather than memorize) concepts in science by using and challenging the students’ current ideas For conceptual change to occur, students must go through six stages

42. Initial discomfort with their own ideas and beliefs Attempts to explain away from inconsistencies between their theories and evidence presented to them Attempts to adjust measurements or observations to fit personal theories Doubt Vacillation (to swing indecisively from one course of action or opinion to another) Conceptual change Conceptual Change

43. Conceptual Change Similar to Notions of Piaget: Assimilation Disequilibrium Accommodation

44. Two central features of conceptual change teaching: Teachers are committed to teaching for student understanding rather than covering the curriculum Students are encouraged to make sense of science using current ideas Conceptual Change

45. Guidelines for conceptual change teaching Encourage students to make their ideas explicit Help students see differences among ideas Encourage metacognition Explore status of ideas Ask students for justifications of their ideas Conceptual Change

46. Conceptual Change Open inquiry: transform what students do to resemble what scientists do

47. Sources Cited