Direct instruction in math
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The document describes the Direct Instruction teaching model, which is a structured teaching strategy used for subjects like math and literacy. It involves daily review, new concept development, individual student work time, homework assignments, and periodic reviews. The goal is to provide clear instruction, guided practice, independent practice, and assessment to help students master academic skills and concepts.
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Direct instruction
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This document discusses direct instruction, an educational method where the teacher leads structured lessons and students practice skills with the teacher's guidance. It compares direct instruction to constructivism, noting direct instruction's benefits like skill building but potential limits on critical thinking. The document also outlines pros and cons of direct instruction, finding it effective for special education and standardized lessons but potentially dry. Finally, it discusses using different methods for high and low socioeconomic status schools and interviews teachers on using direct instruction versus cooperative learning.
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This document summarizes the key aspects of direct instruction, including its definition, benefits, limitations, comparisons to constructivism, and effectiveness according to teacher interviews. Direct instruction is a teaching method where the teacher explicitly demonstrates and explains a concept or skill while students repeat and practice, with the goal of students mastering the content. It is most effective for teaching specific skills but may limit creativity; constructivism emphasizes student exploration but risks lack of guidance. Teachers interviewed found direct instruction beneficial for younger students and those with disabilities.
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This document discusses concept formation strategy as a teaching method. It defines concept formation as a classification activity where students observe item characteristics to group them. The purpose is for students to carefully examine objects/actions/processes and think of a method to classify them. The process involves dividing students into groups, providing items to classify, having groups organize items and explain their rationale. Examples of concept formation in teaching civic responsibility are also provided. Different instructional strategies for concept formation are outlined, including direct, interactive, and indirect methods.
Direct instruction
Direct instruction is an explicit teaching method where teachers demonstrate skills through lectures and examples rather than exploratory learning. It involves systematically teaching skills in scaffolded steps with no room for errors. The philosophy is that teachers must clearly explain and demonstrate what students are expected to learn so students learn more. Direct instruction rejects the idea that students will develop insights on their own and instead takes learners through systematic steps to help them see the purpose and results.
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This document discusses concepts and concept formation. It defines concepts as general mental representations that capture common properties of objects, events, or people. Concept formation involves 3 steps: perception of examples, abstraction of common features, and generalization into a concept. Concepts are not static and can change as a person learns. They are formed through both direct experience and indirect means like pictures. The document also discusses Piaget's stages of cognitive development and how concepts develop through those stages.
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A presentation given in a doctoral class at Nova Southeastern University on Instructional Leadership, July 6, 2012.
Concept formation strategy
Concept formation involves teachers preparing strategies to help students develop concepts in the classroom. Teachers develop lesson plans focused on concept formation and implement activities where students explore examples and non-examples of concepts to help them understand. Students work with teachers to build their understanding of concepts through examples, activities, and discussing their thinking.
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Jerome Bruner was a psychologist and educator who developed the concept attainment model of instruction. Concept attainment uses structured examples and non-examples to help students develop concepts through categorization and decision-making. It aims to minimize guessing and maximize efficient learning. The model involves selecting attributes of a concept and presenting students with positive and negative examples to derive a concept definition through inquiry.
The teaching of mathematics
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2. Key strategies discussed are the problem-solving strategy, concept attainment strategy, and concept formation strategy.
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INDUCTIVE-DEDUCTIVE METHOD OF TEACHING MATHEMATICS
Inductive method:a psychological method of developing formulas and principles
Deductive method:A speedy method of deduction and application.
best method is to develop formuias and then apply in examples therefore -inducto -deductive method
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The document provides strategies for teaching mathematics. It discusses strategies based on knowledge and skill goals as well as understanding goals. For knowledge and skill goals, repetition and practice are emphasized. For understanding goals, teacher-led discussion and discovery-based laboratory activities are recommended. Problem solving strategies include ensuring student understanding, asking questions, encouraging reflection on solutions, and presenting alternative problem solving approaches. Constructivist learning and cognitive tools like guided discovery are also discussed. The document outlines steps for problem solving and strategies like concept attainment. It concludes by evaluating mathematics learning through various individual and group tests as well as informal and standardized testing procedures.
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INDUCTIVE-DEDUCTIVE METHOD OF TEACHING MATHEMATICS
Similar to Direct instruction in math
A Beginner's Guide for Teaching Mathematics
This document discusses effective teaching strategies for mathematics. It identifies key principles such as building on prior knowledge, engaging students through rich tasks, and interacting to support all learners. Effective strategies include repetition to reinforce skills, short tests with feedback, group work, and games to make lessons interesting. The document also explores using different intelligence theories and incorporating stories, patterns, and manipulatives into math lessons. Integrating technology into the classroom is discussed along with the need for case studies.
Types of Lessons
The document describes three types of lessons: development lessons, review lessons, and drill lessons. Development lessons introduce new material through structured steps. Review lessons revisit past material to reinforce learning. Drill lessons focus on repetition to automate skills and facts. Each type of lesson has distinct purposes, techniques, advantages and disadvantages for supporting student learning.
Introduction to teacher education
The document discusses the lecture-cum-demonstration method of teaching. It involves both lecturing to convey concepts and demonstrating experiments or activities to enhance understanding. The key steps are planning objectives and materials, introducing the lesson, presenting content through demonstration while asking questions, and summarizing on the blackboard. Demonstration makes the content more concrete and engaging for students compared to only lectures. However, it also has limitations like not ensuring all students can practice skills. Tutorial teaching is then described as a follow up method for providing individualized instruction to address student difficulties through small group discussions and assignments.
Techniques to develop concepts rather than memorization in mathematics within...
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The document provides guidance on designing an effective Chinese language lesson, including establishing clear learning objectives, following steps to present new material and have students practice it, continuously checking for understanding, and assessing learning at the end of the lesson. It also emphasizes the importance of reflection to improve future lesson planning.
APUS Instructional Lesson Plan GuideTypically, a comprehensive l.docx
APUS Instructional Lesson Plan Guide
Typically, a comprehensive lesson will contain the following elements in sequence:
I. Initial Planning (Please include brief statements that address the following):
· Brief description of classroom context and characteristics of the students including Individual Education Plans (IEPs) and 504 accommodations. If this lesson is not being planned for a real group of students, include a description of a hypothetical class.
· Identification of specific learning objective(s) (outcomes) and standards addressed.
· Identification of prerequisite knowledge and skills needed by both students and teachers. How will student prior knowledge be assessed?
· Identification of resources needed to teach this objective including appropriate technology to use to increase learning.
NOTE: If using inquiry or constructivist approaches this lesson plan format may not be the most appropriate format. Please use the Engagement, Exploration, Explanation/Concept Invention/Expansion of Idea and Evaluation lesson format and sequence.
II. Lesson Introduction (Each section must be addressed):
Focus/Review
· If this is completely new learning, this is a brief task or questioning format you use to get students’ attention focused or to help them connect with the lesson.
· If this lesson builds on or uses skills or concepts the students enter the lesson already knowing (prerequisites), review any prerequisite knowledge that will lead easily into the new curriculum.
Statement of Objective in Student Terms (purpose)
What the students will be able to do as a result of the lesson. The purpose of today's lesson, why the students need to learn it, what they will be able to "do", and how they will show learning as a result are made clear by the teacher. How does it relate to students’ lives?
III. Lesson Development – What the teacher does to teach the lesson – Teacher Input (Each section must be addressed although sub-headings are not always necessary):
The teacher most often breaks down his or her instruction into lesson segments which have 3 recurring parts. This process ensures that students are not lost during a lesson. Deciding when to pause and check for student understanding is equally as important as the examples you choose to model and the questions you choose to ask. This is called task analysis and requires the teacher to put himself in the place of the learner while asking, "What exactly are the steps necessary to complete this skill or understand this concept?” Approaching task analysis from the learner's perspective - say a confused student - will help you analyze the subtle steps that may seem obvious to someone who already understands, but if skipped will spell disaster for the confused student. The task is to illustrate each step, helping to clarify for the student, "Oh, this is what this step looks like". These steps help develop and expand student thinking. Someteachers will teach a skill from start to.
modelsofteaching-120122073945-phpapp01-140222111541-phpapp02.pdf
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Creating phenomenon based learning course
Forget the scientific jargon. This is a model for the practice! Works perfectly, if carried out properly!
Teaching in the long blocks
1) Teachers should break up the long class block into shorter segments of different activities like lectures, group work, and assessments to keep students engaged.
2) It is important to do pre-assessments to understand what students already know and post-assessments to evaluate learning. Hands-on activities help students apply, analyze, synthesize and evaluate the material.
3) Student-centered learning focuses on developing students' process skills through guided inquiry, materials from multiple perspectives, and information processing.
Assignment
This document discusses the meaning, importance, merits and demerits of assignments in social science teaching. It defines assignments as exercises given by teachers for students to complete outside of class. The document outlines different types of assignments and their purposes in enhancing learning. It provides characteristics of effective assignments and discusses their role in the teaching process. While assignments can help organize knowledge and prepare for exams, the document also notes potential demerits like overemphasis on facts and exam preparation over developing skills. Overall, the document presents an overview of assignments as an educational tool in social science classes.
The Teaching cycle in Mathematics.......
Here are three key pieces of advice that the experienced teachers provided:
1. Know your students well - their backgrounds, interests, strengths and needs - and plan lessons that engage them through meaningful, real-world connections.
2. Ensure clear learning objectives and formative assessments are built into every lesson to check for understanding along the way. Be flexible to re-teach if needed.
3. Keep lessons hands-on and activity-based to develop conceptual understanding and problem-solving skills over rote memorization. Make math fun!
The teachers emphasized truly understanding students and using assessments to guide instruction as most important for impactful planning. They recommended interactive, experiential lessons focused on developing skills and concepts.
EDPY Group 10 Direct Instruction
Direct instruction is an explicit teaching method that involves clearly explaining concepts in small steps, demonstrating skills, and checking for student understanding along the way. It is most effective for teaching basic skills and facts through a step-by-step process. For direct instruction to be successful, the teacher must maintain classroom control, focus on academics, carefully choose and clearly present tasks, and continuously diagnose student progress. Conceptual change and constructivist approaches focus on students developing their own understanding by building on and challenging their prior knowledge through open-ended learning experiences.
2 g and input situation meeting & workshop november 22nd 2016
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Unit4
The document provides instructions for students to complete tasks related to their lesson plan and microteaching. It outlines that students should:
- Finalize their lesson content and materials
- Conduct a micro lesson
- Complete a teaching reflection template
- Upload their work to an online platform
It then provides details on tasks for students to research and apply Robert Gagne's conditions of learning theory and instructional events model to their lesson planning. This includes identifying learning outcomes, comparing pros and cons of the theory, explaining events, and reflecting on applying the models.
Unit 4 final - version
The document provides instructions for students to complete tasks related to their lesson plan and microteaching. It outlines that students should:
- Finalize their lesson content and materials
- Conduct a micro lesson
- Complete a teaching reflection template
- Upload their work to an online platform
It then provides details on tasks for students to research and apply Robert Gagne's conditions of learning theory and instructional events model to their lesson planning. This includes identifying learning outcomes, comparing pros and cons of the theory, explaining events, and reflecting on applying the models.
Motivation
The document discusses various aspects of lesson planning and student motivation. It defines motivation and explores goal orientation and how goals can improve performance. It then examines goal setting, planning, and strategies for motivating students such as behavior tracking charts and challenge activities. The document also provides examples of lesson planning models including the 3Ps, 3-stage, 5E, ITB, and ESA models and recommends including objectives, methodology, presentation, practice, and production stages.
Models of teaching
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
Robert Gagne: Learning and Instruction
Robert Gagne was an experimental psychologist known for developing the theory of instruction which consists of five types of learning and nine events of instruction. His theory emphasizes building instruction on a hierarchy of simple to complex skills. The nine events include gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer.
Lecture cum demonstration method
The document discusses the lecture-cum-demonstration teaching method, which combines lecturing with hands-on demonstrations to impart both theoretical and practical knowledge to students in an engaging way. It outlines the steps to effectively plan and conduct lectures combined with demonstrations, and analyzes the advantages of making students active participants in their learning through this approach.
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Direct instruction in math
- 1. Approaches in Teaching Mathematics Basal Textbook Approach Direct Instruction Osana, Angeline Marie G.
- 2. Direct Instruction Direct Instruction is a very structured teaching strategy suited to many subject areas, but often used in mathematics or literacy teaching.
- 4. Active Teaching Model earliest Direct Instruction methods, developed for the Missouri Mathematics Effectiveness Project (Primary Schools)
- 5. Active Teaching Model it could be adapted to any academic age or level, and to teach literacy, foreign languages, science --- indeed any structured skill-based subject.
- 6. Content 1. Daily Review 2. Development 3. Seatwork 4. Homework 5. Special Reviews
- 7. Daily Review (about 8 minutes, except on Mondays): –Review of concepts and skills associated with yesterday’s homework. –Collect and deal with homework assignment. –Ask several mental computation exercises.
- 8. Development (about 20 minutes) (introducing new concepts, developing understanding): – Briefly focus on prerequisite skills and concepts. – Focus on meaning and promoting student understanding by lively explanations, demonstrations, etc. – Assess student competence: • using process and product questions (active interaction). • Using controlled practice – Repeat and elaborate on the meaning portion as necessary.
- 9. Seatwork (about 15 minutes) (Students working alone on exercises) – Provide uninterrupted successful practice. – Momentum – keep the ball rolling – get everyone involved, then sustain involvement. – Alerting – let students know their work will be checked at the end of each period. – Accountability – check the student’s work
- 10. homework –Assign on a regular basis at the end of of each maths class except Firdays –Should involve about 15 minutes of work to be done at home. –Should include one or two review problems.
- 11. Special Reviews Weekly Review: • Conduct during the first 20 minutes on Mondays • Focus on skills and concepts covered during the previous week. – Monthly Review • Conduct every fourth Monday. • Focus on skills and concepts covered since the last review.