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Differentiated Instruction Presentation


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Differentiated Instruction Presentation

  1. 1. Direct Instruction Hope Belle-Payne IDE 650 Monday, July 7, 2008
  2. 2. Ponder This <ul><li>When instruction is delivered by “Most Effective Teachers”.... </li></ul><ul><ul><li>“ How do I educate and ensure success for all my students?” </li></ul></ul>
  3. 3. What program can reach all of these students?
  4. 4. Direct Instruction to the rescue!
  5. 5. Background Information <ul><li>Teacher-centered </li></ul><ul><li>Systematic instruction </li></ul><ul><li>Scripted </li></ul><ul><li>Emphasis is on mastery of subject matter </li></ul><ul><li>Elementary school reading comprehension and math instruction </li></ul><ul><li>Creator: </li></ul><ul><li>Siegfried Engelmann </li></ul><ul><li>Adopted as the “official” model for teaching in North Carolina </li></ul>
  6. 6. Direct Instruction <ul><li>Barak Rosenshine </li></ul><ul><li>Robert Gagne </li></ul><ul><li>Siegfried Engelmann </li></ul><ul><li>Madeline Hunter </li></ul>
  7. 7. Direct Instruction This should be the focus of the process of instruction. The TEACHER
  8. 8. Direct Instruction Four major categories of instructional events: <ul><li>Presentation </li></ul><ul><li>Practice </li></ul><ul><li>Assessment & Evaluation </li></ul><ul><li>Monitoring & Feedback </li></ul>
  9. 9. A Transactional Model of Direct Instruction Presentation includes five events, three of which are considered together in a subcategory labeled “Overview.” <ul><li>Overview </li></ul><ul><li>Explanation </li></ul><ul><li>Demonstration </li></ul><ul><li>Review </li></ul><ul><li>What </li></ul><ul><li>Why </li></ul>
  10. 10. Direct Instruction: Presentation Activate Prior knowledge Link the lesson to review previous lesson Overview: Review Student Teacher
  11. 11. Direct Instruction: Presentation Presents the specific concept(s) and skill(s) Listen for stated objective and what should be learned at by the end of lesson. Overview: What Teacher Student
  12. 12. Direct Instruction: Presentation States a reason for learning the skill(s) or concept(s) Relate lesson to real world or own interests; discuss how the skill or concept can be applied to other subject areas Overview: Why Teacher Student
  13. 13. Direct Instruction: Presentation Develops or explains the concepts and skills to be learned Hear an explanation; use manipulative materials; have class discussions; watch videos; read explanations in textbooks; interact with computer Explanation Teacher Student
  14. 14. Direct Instruction: Presentation Probes students as to their initial understanding of concepts and skills Answer teacher questions; verbalize understandings; generate examples and non-examples of a concept Demonstration Teacher Student
  15. 15. Direct Instruction: Practice Practice includes three events: <ul><li>Guided Practice </li></ul><ul><li>Independent Practice </li></ul><ul><li>Periodic Review </li></ul>
  16. 16. Direct Instruction: Practice Closely supervises the students’ proficiency by completing one or two short tasks Read a paragraph aloud; complete one or two math problems; complete an activity on the board, while others do the same activity at their seats Guided Practice Teacher Student
  17. 17. Direct Instruction: Practice Allows students to work with little or no teacher interaction Complete seatwork assignments; complete homework assignments; play games related to specific skills or concepts Independent Practice Teacher Student
  18. 18. Direct Instruction: Practice Provides students opportunity to have distributed practice on previously covered content and skills Demonstrate retention of previously learned concepts and skills Periodic Review Teacher Student
  19. 19. Direct Instruction: Assessment & Evaluation Assessment and evaluation includes two events: <ul><li>Daily success </li></ul><ul><li>Mastery </li></ul>
  20. 20. Direct Instruction: Assessment & Evaluation Checks students work each day and offers corrective instruction as necessary Complete independent work at or above a given level of proficiency Daily Success Teacher Student
  21. 21. Checks students work at the end of each unit of instruction Demonstrate knowledge and application of concepts and skills at or above a given level of proficiency Mastery Teacher Student Direct Instruction: Assessment & Evaluation
  22. 22. Direct Instruction: Monitoring & Feedback Monitoring and feedback also includes two events: <ul><li>Cues and prompts </li></ul><ul><li>Corrective feedback </li></ul>
  23. 23. Provides students with signals and reminders designed to sustain the learning activity and to hold students accountable Attend to signals and/or reminders continue working on assigned activity Cues & Prompts Teacher Student Direct Instruction: Monitoring & Feedback
  24. 24. Reiterate correct or incorrect answers & why Read correct answers aloud; write correct and support solutions to math problems and reading comprehension questions; Corrective Feedback Teacher Student Direct Instruction: Monitoring & Feedback
  25. 25. Direct Instruction In general, all direct instruction models have the following common principles: <ul><li>Use examples, visual prompts, and demonstrations </li></ul><ul><li>Constant assessment </li></ul><ul><li>Alter pace of instruction </li></ul><ul><li>Effective use of time </li></ul><ul><li>Maintain students' attention </li></ul>