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Direct Instruction Carliss P. Eaton IDE 650 Monday, July 14, 2008
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What Is Direct Instruction? <ul><li>Direct Instruction refers to a rigorously developed, highly scripted method for teaching that is fast-paced and provides constant interaction between students and teachers. </li></ul>
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What Is The Goal Of Direct Instruction? <ul><li>The goal of direct instruction is to close the educational gaps faced by at-risk students. </li></ul>
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How is Direct Instruction Designed to Accomplish This Goal? <ul><li>The DI model is designed to accomplish this goal by accelerating learning, by providing a curriculum that is highly engineered for learning success and efficiency. </li></ul>
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An Outline Of Direct Instruction: <ul><li>Objectives </li></ul><ul><li>Standards </li></ul><ul><li>Anticipatory Set </li></ul><ul><li>Teaching </li></ul><ul><li>input </li></ul><ul><li>modeling </li></ul><ul><li>checking for understanding </li></ul>
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<ul><li>Guided practice </li></ul><ul><li>Closure </li></ul><ul><li>Independent practice </li></ul>
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Objectives: <ul><li>Before the lesson is prepared, the teacher should have a clear idea of what the teaching objectives are. What, specifically, should the students be able to do, understand, care about as a result of the teaching. </li></ul>
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Standards: <ul><li>The teacher needs to know what standards of performance are to be expected and when pupils will be held accountable for what is expected. </li></ul>
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Anticipatory Set <ul><li>This is also called the set induction or “hook”. The anticipatory set is used to grab the attention of the students. </li></ul>
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Teaching <ul><li>Input: The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, video, or power point presentation. </li></ul>
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<ul><li>Modeling: Once material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. </li></ul>
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<ul><li>Checking for Understanding: Determination of whether students have “got it” before proceeding. </li></ul>
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<ul><li>Guided Practice: An opportunity for each student to demonstrate grasp of new learning by working through an activity or exercise under the teacher’s direct supervision. </li></ul>
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<ul><li>Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate close. </li></ul>
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<ul><li>Independent Practice: Once pupils have mastered a skill, it is time to provide for reinforcement practice. It is provided on a repeating schedule so that learning is not forgotten. It may be homework, group, or individual work in class. </li></ul>
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References <ul><li>Ausdemore, K., Marchand, N., & Martella, R. (n.d.). An Overview of Direct Instruction. Retrieved July 1, 2008, from http://www.newhorizons.org/spneeds/inclusion/teaching.htm </li></ul><ul><li>Direct Instruction. (n.d.). Retrieved July 3, 2008, from http://www.worksheetlibrary.com/teachingtips/directinstruction.html </li></ul><ul><li>Englemann, S. (1980). Direct Instruction. Englewood Cliffs: Educational Technology Publications. </li></ul><ul><li>Englemann, S. (n.d.). Response to “The Benefits of Direct Instruction: Affirmative Action for At-Risk Students. “Association For Supervision And Curriculum Development, 77-79. </li></ul><ul><li>Gersten, R., & Keating, T. (1987). Long-Term Benefits from Direct Instruction. Educational Leadership, 44, 28-29. </li></ul>
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