Transcript Direct Instruction in Elementary School

Methods of Teaching
Dr. Ludmilla Smirnova
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The 4 Models of Instruction are
Behavioral, Information Processing, Social
Interactive and Personal Models
Each Model possesses theoretical
foundations that explain why certain goals
can be achieved that particular way and it
provides the framework of how each
model works. (Joice and Weil, 1997)
We will explore why the DI strategy is the
way it is.
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“If the Student didn’t learn,
The Teacher didn‘t teach”
S. Engelmann
Teach = Fill their empty
heads.
Assess = See what’s
inside
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Behavioral Model/Direct
Instruction Strategy
Theoretical
Foundations of
Behavioral
Model/DI.
Principles and
Characteristics
of
DI
Lesson
Plan
Structure/
Methods
of
DI
&
LP design
Rubric
DI
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Based upon Experience and Research Findings:
Direct Instruction
is the most popular and widely used
instructional strategy.
However, the research concludes that
No single approach is most appropriate for
ALL students.
And clearly no single approach is
appropriate for all lessons.
Before asking why the reliance on DI, let’s
review what DI is.
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 Behaviorist
Theory
 Behavioral aspects of Information
Processing Theory (Gagne`)
 Teacher-effectiveness research
(E. Engelmann, B. Rosenshine, M. Hunter)
 Observational learning and modeling
(Albert Bandura)
 The role of ZPD in learning, (Lev
Vygotsky)
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 Focuses
on observable and specific
behavior. It emphasizes the learning of
discrete items of information through
practice and reinforcement, rote
learning, and memorization.
 The goal of DI instruction is to increase
the number or strength of correct
responses.
 The teacher reinforces the desirable
responses and punishes the undesirable
ones.
 Learners are passive recipients of stimuli
from the environment.
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Attention
How People
Learn
REPETITION
Sensory
Memory
O.75 sec.
forgotten
STM
lImIted
capacity
7items.
It holds
information
for 30`
LTM
holds 100
million bits of
info
Automaticity
forgotten
 goals
are clearly stated to students;
 time allocated for instruction is sufficient
and continuous;
 coverage of content is extensive;
 the performance of students is monitored
and
 feedback to students is immediate and
academically oriented.
Engelmann S., 1961, Rosenshine B.,
Hunter M., 1987
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 Describes
changes in behavior, thinking, or
emotions that result from observing the
behavior of another person.
 Albert
Bandura’s work shows that modeling
explains how people learn by imitating
behaviors they observe in others.
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Scaffolding:
“Teaching should be one step ahead of student’s
learning.”
How teachers do it:
 Break complex skills into sub-skills;
 Bridge new knowledge to the prior learning
and “funds of knowledge;”
 Ask frequent questions and adjust their
difficulty;
 Present lots of examples;
 Model;
 Provide prompts and cues; lots of repetition
and practice to achieve
AUTOMATICITY (over-learning ).
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 Define
DI the way you understand it.
your own definitions of DI with
your partner.
 Combine with another pair and discuss each
DI definition.
 Exchange
a composite definition of DI
combining ideas shared.
 Report to the rest of the group.
 Develop
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Direct Instruction is a
 teacher-centered
strategy that
 Utilizes
teacher explanation and modeling,
 Combined with student practice and
feedback ;
 Aims at teaching basic concepts and skills
 With a lot of drill and practice, repetition
to reach automaticity.
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 Take
a minute to formulate and report to
the rest of the class what principles and
characteristics of the DI strategy are.
 Name & insert the principles and
characteristics of DI in the graphic organizer
grid hand out.
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 Present
a limited amount of Information
in chunks ( ~ every 10 min)
 Transfer
 Use
from STM to LTM through
Student Prior knowledge
 Focus
on Practice, Repetition
 Reach
over-learning=automaticity
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 Academic
Focus - Content driven -
Deductive/Decontextualized;
 Whole Class or Small group Delivery;.
 Constant monitoring to Check for
Understanding (CFU);
 Controlled Classroom Practice
 Teacher-centered/ Transmission of
Information one way – from Teacher to
students.
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 Guarantees
specific Learning outcomes
 Uses time effectively
 Easily measures
 Easy to implement/ Automate
Disadvantages
Low Transfer rate
 Problem solving skills not developed
 Irrelevant/Unmotivated
 Disregards cooperation

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What
does it mean to TEACH
directly?
Name
what methods help you
do this – teach directly.
 What are the elements of DI LP?
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 Present
new material/
TEACH/MODEL/Demonstrate.
 Provide guided practice
“WE DO it TOGETHER”
 through questioning, exercises, and
corrective feedback - Check for
Understanding, repetitive practice
 Provide
independent practice in-class
and/or out-of-class. “YOU DO it”
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 Find
out what the students learned
 Review the concepts/skills learned and
provide the corrective feedback (for reteaching or extended practice)
REFLECTION
 Compose self-directed questions about
each part of the DI lesson before
teaching the lesson and answer the
questions when the lesson is over.
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When teachers use Direct Instruction, they
maintain tight control over:
 the content to be learned – basic skills and
concepts;
 the mode of delivery – to the whole class;
 the patterns of classroom interaction – T
S;
 the pace of instruction - FAST;
 and the evaluation process - Paper-pencil
Test).
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 Report
what you have learned about
Behavioral Model/DI from this PPT.
 Compose one question about
Behavioral Model - DI strategy.
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 Think
of this presentation in terms of BM/DI
strategy.
 Did I use DI to teach this topic? Yes or No.
Why?
 Support your answer by citing the details
of the lesson.
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Resources:
1. Z. Engelmann : Effective School
Practices: What was Follow Through
Project?
2. What Characterizes an Effective
Teacher? - an exclusive interview
with Barak Rosenshine
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 Discussing
ideas for AS, Development,
Guided Practice, Closure, Independent
Practice.
 Recognizing the DI methods.
Thank you!
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