DIRECT INSTRUCTION.pptx
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Direct instruction is a teaching method with 6 steps: introduction, presentation of new material, guided practice, feedback, independent practice, and review. The teacher's role is to explicitly show students what to do and think when learning new concepts, skills, and solving problems. Some advantages of direct instruction are that it allows the teacher to set the stage for learning, present material in a clear and guided way, and provide feedback and correction during the learning process.
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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.
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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?
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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.
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2. Examples non-examples - A visual method where teachers present examples and non-examples to help students analyze images and apply concepts.
3. Picture and picture - Teachers present pictures to students who must logically sequence them. This allows assessment of individual understanding.
4. Numbered heads together - Students work in groups with assigned numbers and teachers randomly call numbers to promote individual preparation and group discussion.
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The document discusses different teaching approaches and methods. It identifies teacher-centered, learner-centered, subject matter-centered, and learner-centered as some of the main approaches. It also discusses direct instruction/lecture method, demonstration method, and indirect/guided/exploratory approach as specific teaching methods. Direct instruction involves the teacher directly telling or showing students what is being taught, while indirect methods guide students to discover things for themselves through inquiry-based learning.
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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.
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This document discusses classroom-based assessment and recommends incorporating formative assessment into teaching units to evaluate student progress. Classroom-based assessment, also called informal assessment, allows teachers to regularly track student progress throughout the school year and provide feedback. In order for assessment to be practical, it needs to easily adapt to classroom methodology. The document then provides examples of classroom-based assessments for listening, speaking, reading and writing skills that are recommended for informally evaluating students.
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DIRECT INSTRUCTION.pptx
- 4. 6 FUNCTIONS (STEPS) OF DIRECT INSTRUCTION 1. Introduction/review. First, you set the stage or classroom for learning. 2. Present the new material. Use clear and guided instructions, so students can begin absorbing the new material. 3. Guided practice. 4. Feedback and correctives. 5. Independent practice. 6. Evaluation/review.
- 5. WHAT IS THE ROLE OF THE TEACHER IN DIRECT INSTRUCTION? Teacher make content, skills, and concepts explicit by showing and telling students what to do or think while solving problems, enacting strategies, completing tasks, and classifying concepts. Teachers use explicit instruction when students are learning new material and complex concepts and skills.
- 13. Other Advantages of Direct Instruction
- 22. THANK YOU!!!