Chapter 18 Direct Instruction

Ch. 18 Direct Instruction

By: Jordan M

What do you already know?

Solution

Drag each concept to the group it belongs to

Direct Instruction (DI)

direct instruction (di)

Principals to follow

Tools like PPT and interships

Engleman 1960

Rosenshine 1979

Direct Instruction vs direct instruction

Direct Instruction

direct instruction

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

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

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

-Summarized into a steps to ease transfer

- Investigated and Explained by Barak Rosenshine 1976/79

-Introduced by Siegfried Engleman in th 1960's

direct instruction (lowercase di)

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

+Info

+Info

Emphasize Academic Goals

Ensure Learners are engaged

Select learning objectives and monitor

Structure learning activities for valuable feedback

create a task-oriented yet relaxed environment

Fivewhys

1. Review previous learning

6. Informal Assessment

Rosenshines 2012 list of principles

2. present new information

7. Success

in sequential order

3. Question

8. Scaffold

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

9. Formal assessment pt1

4. examples

10. Formal Assessment pt2

5. Guided Practice

directinstruction

di IS

di ISN'T

drill and practice

Skill based with active student participation

Is vs Isn't

limited to learning isolated facts and procedures

holistic where the whole task is modelled

teaching basic skills in isolation from meaningful contexts

integrates smaller learning units into meaningful wholes

a one size fits all approach

developmentally appropriate; tailored to students' learning and attentional needs

geared towards rote learning of facts and procedures

geared towards understanding where student progress is constantly monitored

usable only for basic skills

usable in all different contexts and areas

all teacher directed

allows students the opportunity to monitor and direct their own learning

DI

Tools like PPT and internships Engleman 1960

di

Principles to follow Rosenshine 1976/1979

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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