Transcript Direct Instruction - Winston

Direct Instruction
EDU 6303
Edwin D. Bell
Rationale
 “Although the research on direct
instruction models has had mixed
conclusions, most researchers agree
that the main elements of these models
are essential minimum skills that all
teachers should have” (Slavin, 2006, p.
226)
Objective
 Students in EDU 6303 will be able to use
the information in this lesson to assist
them in designing a learning
environment (lesson) that meets the
guidelines of the case study rubric in the
course syllabus.
Overview
 What is direct instruction
 How is a direct instruction lesson taught
 What does research on direct instruction
suggest
 How do students learn and transfer
instruction
 How are discussions used in instruction
What is Direct Instruction
 “is used to describe lessons in which the
teacher transmits information directly to
students structuring class time to reach a
clearly defined set of objectives as
efficiently as possible” (Slavin, 2006, pp.
209-210)
How is a Direct Instruction
Lesson Taught?
 State learning objectives and orient students to
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the lesson – Planning a Lesson
Review prerequisites
Present new material
Conduct learning probes – Questioning Toolkit,
Wait time
Provide independent practice
Assess performance and provide feedback
Provide distributed practice and review
Research on Direct Instruction
 DI (Distar) has been
effective (Slavin,
2006)
 Mastery Teaching
has not been
effective (Slavin,
2006)
Research on Direct Instruction
 “The prescriptions derived from studies
of effective teachers cannot be applied
uncritically in the classroom and
expected to make a substantial
difference in student achievement”
(Slavin, 2006, p. 227)
How Do Students Learn and
Transfer concepts
 Concept Learning
Observation
Definition
“Just as children learn concepts in two ways,
instructors can teach them in two ways”
(Slavin, 2006, p. 227)
Definition and Concepts
 “Teachers might give students instances
and noninstances of a concept and later
ask them to derive or infer a definition”
(Slavin, 2006, pp. 227-228)
 “Or Teachers might give students a
definition and then ask them to identify
instances and noninstances” (Slavin,
2006, p. 228)
Definitions and Concepts
 “For most concepts taught in school, it makes
most sense to state a definition, present several
instances (and noninstances, if appropriate),
and then restate the definition, showing how the
instances typify the definition” (Slavin, 2006, p.
228).
 Teaching concepts effectively requires
extensive and skilled use of examples (Slavin,
2006) and knowledge of the student and the
student’s environment.
Transfer
 Transfer of learning from situation to
another depends on the degree to which
the information or skills were learned in
the original situation and the degree of
similarity between the situation in which
the skill or concept was learned and the
situation to which the skill or concept is
to be applied. (Slavin, 2006, p. 228)
Teaching for Transfer
 “Teaching students how to look for
commonalities among story problems
significantly enhanced their success on
transfer tasks” (Slavin, 2006, p. 231)
How are discussions Used in
Instruction
 Subjective and controversial questions
that have no clear-cut answers.
 Difficult and novel concepts that have a
single right answer but involve difficult
concepts that may require students to
develop new schemata (see something
in a different way), e.g. buoyancy and
specific gravity
How Are Discussion Used in
Instruction (continued)
 Affective objectives – the discussion can
facilitate the instructors affective
objective for the lesson, e.g., develop
respect and tolerance for others’ points
of view.
Whole Class Discussion
 Teacher
Guides discussion
 Is not looking for any particular facts
 Keeps discussion rolling
 Helps students avoid dead ends, but
 Students need a good knowledge base
(Slavin, 2006)

Small Group Discussions
 Each group should have an appointed leader.
 The groups should follow the presentation of a
teacher directed lesson.
 Research on small-group discussion indicates
that these activities can increase student
achievement more than traditional lessons if the
students are well prepared to work in small
groups and if the group task is well organized
(Slavin, 2006, p. 235)
Reference
 Slavin, R. E. (2006). Educational
Psychology: Theory and Practice, 8th
edition. Boston, MA: Allyn & Bacon.