Teaching Strategies for Direct Instruction
When planning a lesson a teacher must choose the appropriate instructional strategy to reach the specific learning outcomes. The Direct Instruction model is appropriate for two types of learning outcomes. Type 1, facts, rules, and action sequences, represents the lower levels of learning of Bloom’s Taxonomy. Type 1 includes knowledge, comprehension, and application. Type 2, concept, patterns, and relationships, represents the higher levels of learning of Bloom’s Taxonomy. Type 2 includes analysis, synthesis, and evaluation. During direct instruction, the teacher is the main provider of information. The teacher provides information through a presentation method or through a recitation method
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The goals and objectives should focus on one fact, one rule, or one action sequence at a time. The goal and objective should not include several steps. When presenting the information, make sure the information is in order and presented in small steps. Allow students to master one-step before presenting them with the next step in the process. Directions should be given in systematic form so students can understand them clearly. The teacher should clearly model each step before checking for student understanding. For example, if the teacher is teaching two digit multiplication, he/she would state the first step, then model the first step, then ask the students to perform the first step to make sure they understand it before moving on to step two of solving two digit multiplication problems. The teacher can check for understanding of the material by asking students questions or by having students summarize the information and main points of the lesson. After the students have successfully mastered the skill the teacher should continually check for understanding by having assessments weekly, monthly, or at the end of a specified amount of time. By doing this, the teacher is helping students keep the needed information in the forefront of their …show more content…
Teachers must understand the different cultures represented in the classroom especially regarding how students interact with adults and authority figures. Teachers should also be very aware of their body language since some students may take offence or feel threaten by your posture or eye contact simply because of their cultural differences. Additionally, the teacher should realize that students from various cultures might have a different understanding of the concept and be able to accept those differences. Teachers should eliminate any feeling of competition, allow students to work with their neighbor, and allow students to help other students when they are successful. The bottom line is direct instruction is used for a very specific learning outcome. The information is given by the teacher in small steps to ensure each student understands each step before moving on to the next step in a rapid form that requires students to be attentive in the learning process to ensure mastery of the skill. Student must be motivated to learn, therefore stating the goals and the objectives clearly at the start of the lesson is imperative. Direct instruction proves to be a useful teaching strategy when used for the appropriate content and when used correctly to present the content.
Discussion Question: Think about the grade level you most desire to
Sometimes as a teacher we try and do well but sometimes we actually end up hindering. So it is important to understand the child’s perspective so avoid such hindrance. For example, in the novel there is a part when the teacher is reading to the class and Francisco tries to pay attention but since he cannot understand he begins creating his own story to the pictures. Some teachers may take this as sign that he is not paying attention, but in fact he is just in his own way. I think it is also important for teachers to learn the culture and language of the students. This way the student can learn effectively.
Is differentiated instruction necessary to meet the needs of all levels of learners within the environment based on learning styles, interests, and readiness levels? Differentiated instruction involves daily assessment, either formal or informal, lots of planning, and a classroom of learners working together as a community (Tilton, 2001). Differentiated instruction is a learner-centered instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn.
The culture of the school should be recognisable when entering the school setting, it should be at all time part of the school and daily practice of the staffs and pupils.
Understanding by Design, Differentiated Instruction and Standards-based instruction are three methods that are used to instruct students in the classroom and help them succeed when learning. They can be used separately to plan and organize the classroom. Yet used together, they create and promote effective ways for the students to learn and insure that every student in the classroom can reach success. One must understand the different methods and how they work in the classroom before they are able to understand how to instruct with all the methods together.
Direct instruction disproves the notion that students will all of a sudden develop skills on their own. Instead, direct instruction teaches students systematically through scaffolded steps, helping them see both the purpose and the result of each step. It is a research base program. “Direct instruction has a long history of meeting the needs of learners with many and differing complex learning issues” (Luiselli, Christian, Russo, Wilczynski, 2008, p. 201). Direct instruction has been successful in targeting Reading. Reading Mastery is a program designed for direct instruction to accelerate growth in the area of reading. “The Report of the National Reading Panel (2000) and Put Reading First (Armbruster, Lehr, and Osborn 2001) identified five areas that are critical to reading success: phonemic awareness, phonics, fluency, vocabulary, and text comprehension” (Luiselli, 2008, p. 204). Reading Mastery targets all five of these essential components of Reading.
1.) In teaching by direct instruction, at what steps in the lesson will a teacher need to assess students' skills or knowledge? At each of these steps, what is the purpose of the assessment?
There being many benefits to this type of instruction, one of them is that it helps the teachers to address the learning needs of each and every student. This is able to be done by targeting the student characteristics that we discussed earlier that Tomlinson has identified (readiness, interest, and learning profile). When wanting to plan for differentiated instruction, knowing your students' interests and dominant learning styles can permit the teacher to plan learning lessons and activities that categorically target what students would like to learn and how they learn best (Servilio, 2009). When teachers are able to target and teach to the students' readiness level, they can accommodate a student who has mastered the lesson content and is ready to be challenged and similarly for a student who is struggling with the lesson content and is in need of a modified lesson that will guide them in mastering the content. Once a need is identified, the teacher should respond by finding a method or a solution to answer the need that has been presented in order for all their students to be successful in learning (VanSciver, 2005). As
When get involved in a class room as a teacher or a practitioner you will see many different instructional strategies that teachers may use. These strategies may change from teacher to teacher and grade level to grade level because not all strategies work for everyone. That is one that that Mrs. Franzmeier told me was that I need to find instructional strategies that work for me and for the way I teach. She told me that it is something that sitting in a classroom listening to a professor all day can teach you. She said that you need to be in the classroom getting hands on experience to gain the knowledge. During this time I saw three different instructional strategies used. She had the use of whole group instruction, co teaching, and cooperative learning.
Tyler, K. M., Boykin, A. W., & Walton, T. R. (2006). Cultural considerations in teachers’ perceptions of student classroom behavior and achievement. Teaching and Teacher Education, 22, 998-1005. Retrieved from www.elsevier.com/locate/tate
There is a lot of information and numerous documents that speak on the great significance of using differentiated instruction in the classroom. The concept of differentiated instruction has not been recently developed, but has become crucial and somewhat a difficult concept in our educational system (Watts-Taffe, Laster, Broach, Marinak, McDonald Connor, Walker-Dalhouse, 2012).
Addressing learning objectives at the beginning of the lesson, referencing learning targets that they have crafted/partially authored, putting into context what they want to learn, further elaborating how what they want to learn relates to the unit learning targets, and reusing the learning target language throughout the lessons helps students to understand how/why the learning targets apply to key concepts and learning activities throughout the lesson. While students will continue to master these learning targets throughout the lessons, they were able to apply their understanding to each learning target when they:
Kameenui, Edward J., and Deborah C. Simmons. Designing Instructional Strategies: The Prevention of Academic Learning Problems. Columbus, OH: Merrill Pub., 1990.
In a classroom, a teaching strategy is a generalized plan for a lesson which includes structure, instructional objectives and an outline of planned tactics, necessary to implement the strategies. Reece and Walker (2002) describe a teaching strategy as a combination of student activities supported by the use of appropriate resources to provide particular learning resources. It is that procedure by which new knowledge is fixed in the minds of students permanently. For this purpose, a teacher does extra activities in the class. These activities help the teacher to take shift from one strategy to another. A method of teaching on the other hand is directly related to the presentation of the lesson. The choice of the teaching method depe...
I believe that Face to Face learning is better than online learning because students have access to various learning resources on campus verses off. Face to face allows students to have instant gratification with answers and help. When a student is in class they can ask questions while it is fresh on their mind or help with a particular problem. If the student was at home online they would have to wait for the instructor to email them back. Is that really more conducive to a person’s education and learning?
The second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.