Chapter 18 Direct Instruction

By: Jordan M

Ch. 18 Direct Instruction

What do you already know?

Tools like PPT and interships

Principals to follow

Drag each concept to the group it belongs to

Engleman 1960

Rosenshine 1979

Direct Instruction (DI)

direct instruction (di)

Solution

- Investigated and Explained by Barak Rosenshine 1976/79

-Summarized into a steps to ease transfer

-Refers to research-backed principals that have been proven to increase learning across a broad spectrum of learners

direct instruction

-Introduced by Siegfried Engleman in th 1960's

-Tools include: teacher made powerpoints, internships, asynchronous class modules

Direct Instruction

-Refers to the tools used by an educator that eliminates misconceptions by explicitly showing concepts or ideas

Direct Instruction vs direct instruction

Emphasize Academic Goals

direct instruction (lowercase di)

Is a set of steps to follow to ensure students interact with content multiple times before assuming mastery

create a task-oriented yet relaxed environment

Structure learning activities for valuable feedback

Select learning objectives and monitor

Ensure Learners are engaged

+Info

+Info

Fivewhys

8. Scaffold

9. Formal assessment pt1

Rosenshines 2012 list of principles

in sequential order

Click on each of the principals to better understand why it was mentioned in Rosenshines top 10

1. Review previous learning

2. present new information

3. Question

4. examples

5. Guided Practice

6. Informal Assessment

7. Success

10. Formal Assessment pt2

usable in all different contexts and areas

allows students the opportunity to monitor and direct their own learning

Skill based with active student participation

holistic where the whole task is modelled

integrates smaller learning units into meaningful wholes

developmentally appropriate; tailored to students' learning and attentional needs

geared towards understanding where student progress is constantly monitored

usable only for basic skills

all teacher directed

Is vs Isn't

directinstruction

di IS

di ISN'T

drill and practice

limited to learning isolated facts and procedures

teaching basic skills in isolation from meaningful contexts

a one size fits all approach

geared towards rote learning of facts and procedures

di

Principles to follow Rosenshine 1976/1979

DI

Tools like PPT and internships Engleman 1960

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informal assessments

Informally assess to promote better understanding and increased familiarity with the material

Ask questions

Ask how and why questions to promote deeper and more complex thinking. Additionally ask students questions about their thinking

Motivate for Success

Instill self-efficacy and a feeling of achievment in students to induse pride in the students academic instruction

ensure good practice

Students often practice on their own and occasionaly could fall victim to practicing bad techniques

Guided practice

give students time to digest the content given. varying retreival methods will expand the students awareness of the concepts being learned.

Formal Assessment pt2

Formal assessment is necessary to gauge mastery of a skill or concept. This allows educators to address where there may or may not be gaps in understanding.

Review Previous learning

Establish connections between old content and new content to increase the transfer of knowledge between concepts

present new information

2 keys to introducing new content

• Introduce content in small steps to avoid overwhelming students
• Assisst students in the practicing of the new skill or concept

Examples

Model ideal skill or concept at work. walk the students through your thought process so they better understand the concept.

Formal assessment pt1 monitor independent practice

"When material is overleaned it can be recalled automatically, and doesn;t take up any space on our working memory. When students become automatic in an area, they can then devote more of their attention to comprehension and application"- Rosenshine (2010)

Scaffold difficult concepts

• Graphic Organizers
• "Cheat Sheets"
• worked examples
• Intended to reduce stress on students cognitive load as they learn, but are to be removed to show mastery