Transcript Direct Instruction

Direct Instruction
Lynn Housner
West Virginia University
Direct Instruction Background
• Teaching Behaviors Based on Gagne’s
Learning Theory
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Activating motivation
Stating the lesson objective
Directing attention to critical elements
Stimulating recall of prior skills
Providing cues for encoding of skills
Providing organization (maps) of material
Designing varied practice contexts
Providing feedback
Direct Instruction Behaviors
• Introduction/Task Presentation
– Anticipatory Set
– Demonstrations, explanations, graphic
representations, instructional cues
• Check for Understanding (CFU)
– Questions, quizzes, choral responses, student
demonstrations, guided practice
Direct Instruction Behaviors
• Practice & Teacher Feedback
– Engaged/successful (physically & cognitively)
– Congruent FB linked to instructional cues
• Closure
– Review, CFU, & Precue
QMTPS: Rink’s Model
• Clarity
– What to do and how to do it
• Demonstration
• Number of Cues
– Three or fewer cues
• Accuracy of Cues
– Correct & reflects accurate mechanical
principles
• Teacher feedback
– Congruent with task/skill
Step One:
Instant Fitness Activities
The Direct Instruction Lesson:
Introductory Fitness Activities
• Lesson begins with an instant/introductory
cardiovascular activity (warm-up/review)
• Cardiovascular concepts are taught along
with cardiovascular activities
• Muscular strength development activities
are provided
• Muscular development concepts are taught
along strength development activities
Step Two:
Review & Anticipatory Set
The Introduction: Presenting the
Lesson Focus
• Students are located at homebase so all can
see & hear
• Content from previous lesson is reviewed
• Objective (what we are doing) for lesson is
provided
• Anticipatory set (why we are doing what we
are doing) for lesson is provided
Improving Attention &
Retention: Review
• Review Content from Past Lesson/Unit
– Revisit skills and concepts throughout lessons
and units.
– This is a way of Checking for Understanding
(CFU) so that content can be retaught, if
needed.
– Reviews can be;
• quizzes, questioning, student demonstrations, or
strategic use of introductory fitness activities
Improving Attention & Retention:
Anticipatory Set
• What We Are Doing • Why We Are Doing
It.
– Structure of Subject
Matter
• Graphic Organizers
– Clarifying Purposes
– Advanced Organizers
• Relevance
• Transfer
• Pre-Lesson Questions
• Pre-Lesson
Objectives
– Activating
Background
Knowledge
• Brainstorming
What we are doing. Using
Concept Maps & Pictures
• Graphic Organizers/Concept Maps
– Graphically Organizes Knowledge
– Captures Large Amounts of Information in a
Single Visual Representation
– Can Be Used for many Types of Information
A Concept Map for Wrestling
Wrestling Offensive Skills
Take Downs
Single leg
Underhooks
Rides
Crossbody
Tight waist
Pinning Combinations
Cradles
Half Nelson
What we are doing. Advanced
Organizers
• Pre-Lesson Questions/Objectives: After this
Presentation You Should be Able to Answer
the Following Questions.
– How is a direct instruction lesson organized?
– What strategies can I use to provide anticipatory
set in my classes?
– How can I use cues to stimulate student thinking?
Why are we doing what we are
doing? Clarifying Purposes
• Task Relevance/Value
– Why should I learn this?
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Fitness & health
Fun & success
I can play with friends
It’s my choice!
– Will we actually play the game?
• Lead-up Tasks & Games
• The Real Thing
Why are we doing what we are
doing? Clarifying Purposes
• Transfer
– Skills that I’ve learned apply to other sports &
activities
– Tactics and strategies that I’ve learned apply to
other sports & activities
– Fitness I’ve achieved applies to other sports &
activities
Step Three. Demonstrating,
Cueing & CFUing the Skill
Focusing Student Attention
• Demonstrating
– Demonstrate entire skill using all the equipment
& objects that the student is expected to use
– Demonstrate more than once
– Break down demonstration into components, if
the skill is complex
– Demonstrate skill in slow motion and at regular
speed
Cueing & Student Thinking
• Goal
– What is the Goal?
• Selective Attention
– What stimuli do I
attend to?
• Perception
– What does the stimuli
mean?
• Decision Making
– What response will I
make?
• Respond
– How will I move to
achieve the goal?
• Feedback (KP/KR)
– Did I achieve the goal?
• Next Response
– Do I move the same or
is a change needed?
• Information Storage
– What do I need to
remember?
Providing Instructional Cues
• Verbal Cues
– Analogies/metaphors, explanations,
alpha/numeric labels
• Visual Cues
– Demonstrations, video-taped presentations,
graphic representations, targets on objects
• Kinesthetic/Tactile Cues
– Manually or mechanically guiding the learner
to conform to a desired motor pattern.
Examples of Verbal Cues
• Formulating a motor plan
– The verbal cues, "shoulders over your
knuckles" for the handstand and "forehead on
your knees" for the forward roll results in
significantly better learning
• Decision making
– Having children ask, “What will I do if the ball
comes to me?” stimulates decision making in
advance of the actual event.
Examples of Visual Cues
• Selective Attention
– Placing visible targets or marks (i.e., X's, faces,
numbers, etc.) on objects that are to be
intercepted for the purpose of kicking, catching
or striking.
• Using Feedback & the Next Response
– Place a poster next to an accuracy task that asks
students, “What will you do on your next
throw? Do you need to throw higher/lower,
softer/harder, to the left or right?
Examples of Visual Cues
• Selective Attention
– Placing visible targets or marks (i.e., X's, faces,
numbers, etc.) on objects that are to be
intercepted for the purpose of kicking, catching
or striking.
• Using Feedback & the Next Response
– Place a poster next to an accuracy task that asks
students, “What will you do on your next
throw? Do you need to throw higher/lower,
softer/harder, to the left or right?
Checking for Understanding
• After demonstrating & cueing; CFU
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Questioning or Quizzing
Student Demonstrations
Student Skill Analysis
Other ways?
Helping Students Think Critically
• Using Bloom’s Taxonomy
– From Recall to Evaluation
• Questioning for Quality Thinking
• Strategies to Extending Student Thinking
Using Bloom’s Taxonomy
• Knowledge(recall)
– Define, list, label
• Comprehension
– Describe, explain
• Application
– Translate, use, practice
• Analysis
– Compare, critique
• Synthesize
– Assemble, Construct,
Arrange
• Evaluate
– Judge, rate, measure
Questioning for Quality Thinking
• Recalling
– Who, What, When, Where, Why?
• Comparing
– How is_____similar to/different from _____?
• Identifying Attributes
– What are the characteristics/parts of_____?
• Classifying
– How might one classify_____ into categories?
Questioning for Quality Thinking
• Ordering
– Arrange __into a sequence according to __.
• Identifying Relationships & Patterns
– Create a outline/diagram/web of _____.
• Representing
– What other ways might we show/illustrate__?
• Identifying main Ideas
– What is the key concept/issue in ____?
– Retell the main idea of___in your own words.
Questioning for Quality Thinking
• Identifying Errors
– What’s wrong with____?
• Inferring
– What can you infer from____?
– What conclusions can be drawn from____?
• Predicting
– What might happen if_______?
• Elaborating
– What ideas/details can you add to ____?
– Give an example of __________?
Questioning for Quality Thinking
• Summarizing
– Can you summarize________?
• Establishing Criteria
– What criteria would you use to judge/evaluate
______?
• Verifying
– What evidence supports ________?
– How might we confirm or disconfirm____?
Strategies to Extend Thinking
• Remember Wait Time I & II
– provide 5 seconds of thinking time after a
question or a response
• Ask Follow-ups
– How? Why do you Know? Can you give me an
example? Do you agree? Tell me more.
• Cued Responses to Open-ended Questions
– There is not one answer. Consider alternatives.
Strategies to Extend Thinking
• Use “Think-Pair-Share”
– Individual thinking time followed by sharing
with a partner and then, group discussion
• Call on Students Randomly
– Get put of the pattern of only calling on
those who raise their hands
• Ask Students To “Unpack Their
Thinking”
– Describe how you came to your conclusion
Strategies to Extend Thinking
• Ask for Summary to Encourage Active
Listening
– Can you summarize our discussion.
• Play Devil’s Advocate
– Require students to defend their thinking
against other points of view
• Survey the Class
• How many agree with this conclusion? (Thumbs up)
Strategies to Extend Thinking
• Allow for Student Calling
– Robert, Would you please call on one of your
fellow students
• Encourage Student Questioning
– Provide opportunities for students to generate
their own questions
Step Four. Practice
Demonstration & Explanation of
Instructional Tasks
• Instructional tasks should be demonstrated
& explained prior to handing out equipment
or dispersing students
• Accountability should be part of the task
– Points for task involvement
– Evaluation of skill will be taking place
– Goal orientation is provided (# of successful
trials, etc.)
Check for Understanding
• CFU Instructional tasks
– question students about tasks
– have students demonstrate tasks
Students Begin Practice
• Students should be:
– successful at a 70% + or - 10% rate
– moderately to vigorously active a minimum
50% of the allocated time
• Teacher should:
– circulate & provide specific individual & group
feedback about skill and behavior
– adjusts tasks using intratask variation or task
modification
Creating Engaging Tasks
• TASK PARAMETERS/GOAL
ORIENTATION
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number of repetitions
amount of time
number of successful trials
how far, fast, etc.
Creating Engaging Tasks
• INHERENT FEEDBACK
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colors
lights
time
noise
equipment movement
Creating Engaging Tasks
• VARYING TASK CONTEXTS
– building broad schemata
– variety of practice in contexts
– contextual interference
Creating Engaging Tasks
• HEIRARCHICAL SEQUENCING
– progressions of instructional activities that are
sequenced from simple to complex
– informing tasks
– extension tasks
– refinement tasks
– application tasks
Creating Engaging Tasks
• NON-EXCLUSION
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promoting maximal engagement
promoting success
provision of safe space
reduction of fear
egalitarian instruction
Ten Commandments
• THOU SHALT NOT ALLOW STUDENTS TO PICK
TEAMS
• THOU SHALT USE EXERCISE AS A REWARD; NOT
PUNISHMENT
• THOU SHALT NOT DESIGN ELIMINATION
ACTIVITES
• THOU SHALT DESIGN ACTIVITIES THAT PROMOTE
MAXIMAL ENGAGEMENT
• THOU SHALT DESIGN ACTIVITIES THAT PROMOTE
MAXIMAL SUCCESS
Ten Commandments
• THOU SHALT DESIGN ACTIVITIES THAT PROMOTE
MAXIMAL
• INTEREST & ENJOYMENT
• THOU SHALT PROVIDE EQUITABLE LEADERSHIP
OPPORTUNITIES
• THOU SHALT USE EQUIPMENT THAT DOES NOT
CAUSE FEAR OR INJURY
• THOU SHALT NOT SEX ROLE STEREOTYPE
• THOU SHALT EVALUATE
Step Five. Formative Evaluation
Types of Formative Assessment
• student affect (attitudes, beliefs, social
skills, etc.)
• student fitness
• student motor skill acquisition
• student knowledge assessment
Assessing Student Affect
• Teacher observation
– sports personship, cooperation, enjoyment
• Student Logs
• Student Surveys
• Student Exit Polls
Read each statement and circle the face that describes your feelings.
1. I liked the Physical education lesson today.
( ; 
2. I was successful today.
( ;
3. I cooperated with others today.
( ; 
4. I was a good sport today.
( ;
5. I encouraged other’s today
( ; 
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Assessing Student Fitness
• Levels of Moderate to Vigorous Activity
– Fitness Pyramid (5 levels)
– SOFIT Systematic Observation Instrument
• Personal Fitness Record
• Health & Fitness Log
• Self-designed Fitness Programs
Personal Best Fitness Record
Student
Age
DATES
Sit & Reach
Trunk Extension
Sit-ups
Pull-ups/Flexed Arm Hang
Push-ups/Modified Push-ups
Body Mass Index
Pacer Test
1 Mile Run/12 Minute Run
Grade
Assessing Student Skill
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Critical Element Checklist
Task Progression Checklist
Developmental
Videotape
Assessing Student Knowledge
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Technology
Journals & Logs
Projects
Exams & Quizzes
Homework
Portfolios
Step Six.Culminating Activity
Application or evaluation tasks
• Modified games, challenges, or simulations
• Permits students to self-test and apply
knowledge and skills
• Opportunity for teacher to CFU in real
settings
Progressions in Teaching Games
• Stage 1-Object control
– Individual skills. The foundation for game play.
– Instruction and practice of individual skills,
often in isolation from other skills.
• In basketball,
– one task would be dribbling, other tasks would be passing
(baseball, bounce, chest), shooting on goal (set, jump, layups), and free throws.
– Teacher assists students in becoming proficient
in manipulating objects and equipment
Progressions in Teaching Games
• Stage 2-Complexity added
– Students combine the skills used in game play
• A basketball task; a two-on-one activity where the
student dribbles past a passive opponent, passes to a
team mate, breaks toward a goal, receives a pass
back, and finally, executes a lay up or a jump shot.
– The goal of is for students to become proficient
in combining skills before moving to game play
involving strategies.
Progressions in Teaching Games
• Stage 3 - Strategies and rules
– Students taught the rules and offensive and
defensive concepts of game play
– Doolittle (1995) adjusts the court in tennis,
badminton, or volleyball to emphasize front-toback and side-to-side strategies.
• A court can be set up so students only use the front
half. Th best tactical option is moving their
opponent from side to side
• Or, a court can be long and narrow, emphasizing the
importance of moving your opponent up and back.
Progressions in Teaching Games
• Stage 4-Game play
• Students play regulation, modified, lead-up, or
simulation of the actual game.
• Most rules are used and students are reasonably
proficient performing skills and combinations.
• The student knows basic offensive and defensive
strategies; the game looks like the “real thing”.
Progressions in Teaching Games
• Stage 4-Game play (Continued)
– Student roles may differ (e.g., soccer goalies,
attackers, and defenders), and there are nonplaying roles as well (e.g., score keepers and
officials).
– Teacher functions a coach for all teams and
continues to teach during game play
• by stopping play for instruction (i.e., chalk talks)
• allow play to continue to a stopping point and then
provide students with feedback.
Step Seven. Closure
Closure: End of Lesson Routine
• Review/evaluate. (What was learned this
lesson?)
• Skill & Health-related Concepts)
– Comprehension monitor
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questioning
student demo./model
choral response
quizzes
homework
– Reteach, if necessary
Closure: End of Lesson Routine
• Precue (What’s Happening Next Lesson?)
– anticipatory/motivational set
– state objective
• advanced organizer