Powerpoint-Direct Instruction

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  • Why would a principal insist that you use Direct Instruction Only to teach7th grade science?
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  • Kindergarten: While Marty spoke of using direct instruction integrated with cooperative learning, Elaine says she has to have direct instruction because the children are to young and have not been exposed to a lot of building blocks like older children would have been. She believes the more you can tie in your senses while using the direct instruction the better off you will be. Once direct instruction has taken place, then students can be broke into small groups to practice.

    First Grade: Becky uses direct instruction a lot. She did not feel that it is the most important form of instruction of but feels that in her class she has to start out with direct instruction. The older the students gets and the further into the year she goes, she is able to integrate different teaching styles.

    Second Grade: Shirley feels like you have to use direct instruction especially with the lowest learners in her classroom.

    Third Grade: Sandy feels that it is critical to teach direct instruction concepts. Once this has been accomplished then you can use cooperative learning. She describes using direct instruction as her foundation then moving towards guided practice, checking for understanding (critical), individual practice, and then assessment. She also felt that direct instruction is valuable when teaching all subjects. When she breaks her class into small groups, this is where she catches those students who have not yet grasped the concept or skill. If a teacher is not using direct instruction then students are losing our on valuable learning and an understanding of concepts. She believes in following up direct instruction with Kagen to keep things from becoming dry.
  • Powerpoint-Direct Instruction

    1. 1. Direct Instruction By: Cindy Davis & Dakota Smith By PresenterMedia.com
    2. 2. Effectiveness of Direct Instruction / Pros and Cons for this method •Direct Instruction Agenda What is Direct Instruction? Compare and contrast Direct Instruction with Constructivism Interviews with teachers / How effective Direct Instruction is in their classroom. Dakota Cindy Dakota Cindy
    3. 3. • Direct instruction? • I SEE, WE SEE, YOU SEE-I SAY, WE SAY, YOU SAY • Visual aids? • Video tapes/clips • Pictures • Photos • Power point • Black/white boards • books And what do we use to teach it? •What is Direct Instruction?
    4. 4. I say We Say You Say
    5. 5. What Should Education Look Like???
    6. 6. Central role is assigned to the teacher. Classroom management is key. Effective when specific content and skills are primary goals. Specific set of operations and procedures. Provide multiple opportunities for feedback and practice. Model is arranged with decreasing teacher control. DIRECT INSTRUCTION Direct Instruction vs. Constructivism CONSTRUCTIVISM Learners construct their own knowledge. Learning enhanced through social interaction. Learning focuses on explanations and answers. Teacher needs to be aware of when to intervene. Verbalization and sharing of ideas.
    7. 7.  Does not belong in special education  More work involved  Creates difficulty when meeting standards are concerned Constructivist Teaching Benefits Limitations  Lends itself to higher order thinking  Provides student responsibility  Provides developmental learning
    8. 8.  Can get dry if effort isn’t placed on presenting instruction  Provides inappropriate use of methods  Limits students ability to use critical thinking skills Direct Instruction Benefits Limitations  Invaluable in special education instructions  Allows you to group students by ability  Allows complex knowledge to be communicated
    9. 9. • disadvantages of direct instruction • It is based on old learning theories: simple tasks before complex ones, only measurable learning is worthwhile. • Students do not have a sense of the overall purpose of the simple steps. • Teachers cannot assess what the students’ prior knowledge is • Retention of how to solve the problems is low, • Direct instruction as an instructional method works for only a small percentage of students, not for a great variety. • advantages of direct instruction • The teacher has control of the timing of the lesson. • Students are physically easy to monitor. • The teacher has control over what will be learned, and who will learn. • The curriculum can be covered, so the teacher can say that s/he taught the material. • Any information for which there is one right answer, can be taught efficiently and honestly by using direct instruction. •Pros And Cons Why you should or shouldn’t use direct instruction.
    10. 10. High Vs. Low Social Economic Income • How the Teachers teach is important! • Two different schools • Two different styles of learning • Two different social economic incomes.
    11. 11. How Direct Instruction Compares with alternate teaching methods in different countries and with different languages. Research indicates that Direct instruction works better even in other countries for teaching young children, children with disabilities, or children that are learning to speak more then one language. other countries
    12. 12. •INSTRUCTORS ARE ABLE TO DEMONSTRATE THE TECHNIQUE EFFICIENTLY TO STUDENTS AS A COMBINATION OF INSTRUCTIONAL COMPONENTS. DIRECT INSTRUCTION IN LANGUAGE SKILLS CAN IMPROVE CONVERSATIONAL GRAMMAR. PRE- AND POSTTEST COMPARISONS BETWEEN GROUPS SHOWED THAT THE DIRECT INSTRUCTION GROUP MADE SIGNIFICANTLY GREATER GAINS THAN THE TRADITIONAL GROUP ON PHONOLOGICAL/ORTHOGRAPHIC MEASURES. Other Languages
    13. 13. Second Grade  Shirley Carlton Third Grade  Sandy Woods Kindergarten Through Third Grade Kindergarten  Elaine Heger  Marty Clayton First Grade  Becky Woodbury •Interviews with teachers at SCES  Compare and contrast Direct Instruction with Cooperative Learning  Instruction that they personally use in their classroom
    14. 14. MCVITTIE, J. HTTP://WWW.USASK.CA/EDUCATION/COURSEWORK/MCVITTIEJ/METHODS/DIRECT.HTML (ACCESSED 9/16/2010). “WHAT SHOULD EDUCATION LOOK LIKE?” [VIDEO WEBCAST]. RETRIEVED SEPTEMBER 16, 2010, FROM HTTP://WWW.YOUTUBE.COM/WATCH?V=58K_AIKV0YQ LUCKS, RACHEL. "205.188.199.34." 12/16/1999.HTTP://EMATUSOV.SOE.UDEL.EDU/FINAL.PAPER.PUB/_PWFSFP/0000017B.HTM (ACCESSED 9/16/2010). GRANSHOW, LEONORE. "EFFECTS OF DIRECT INSTRUCTION IN SPANISH PHONOLOGY ON THE NATIVE- LANGUAGE SKILLS AND FOREIGN-LANGUAGE APTITUDE OF AT-RISK FOREIGN-LANGUAGE LEARNERSJOURNAL OF LEARNING DISABILLITIES 28. 2 (1995), 107-120, HTTP://LDX.SAGEPUB.COM/CONTENT/28/2/107.ABSTRACT. (ACCESSED SEPTEMBER 17,2010). DURHAN, ELVA. "READING CURRICULUM FOR BEGINNING HISPANIC BILINGUAL CHILDREN BASED ON DIRECT INSTRUCTIONEDUCATION RESOURCE INFORMATION CENTER 28. 2 (1980), 51, HTTP://WWW.ERIC.ED.GOV/ERICWEBPORTAL/SEARCH/DETAILMINI.JSP?_NFPB=TRUE&_&ERICEX TSEARCH_SEARCHVALUE_0=ED191623&ERICEXTSEARCH_SEARCHTYPE_0=NO&ACCNO =ED191623. (ACCESSED SEPTEMBER 27, 2010). “NICK NOLTE (TEACHERS 1983)” [VIDEO CLIP]. RETRIEVED SEPTEMBER 18, 2010, FROM HTTP://WWW.YOUTUBE.COM/WATCH?V=T-S_JHBDCFW Works Cited

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