Hierarchic: 4 Main Ideas

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Name:

Suzanne Cook
Is about

Date:

11/5/3013

Direct Instruction
Main idea Main idea

Direct instruction is model that uses teacher demonstration and explanation combined with student practice and feedback. Direct instruction is more effective with students that are low achievers or with students that have exceptionalities.
Main idea Main idea

Planning

Implementing

Assessment

Motivation

Planning occurs in three steps: 1.) Identify Topics- This model is best used for teaching procedural skills (Has a specific set of identifiable operations, has unlimited examples, and is developed through practice). 2.) Specific Learning Objectives- There are two objectives for teaching skillsautomaticity (perform a skill without thinking about it) and transfer (apply knowledge in one context to another context). 3.) Prepare Examples and Problems- After the teacher identified the skill they want their students to learn, they must begin preparing examples and problems. This is the final step for direct instruction. Examples (help students understand a skill). Problems (what students need to practice to develop automaticity and promote transfer). Some examples and problems are simple but others are more complex. After all three of these steps are finished, then the teacher is now ready to conduct the lesson.

Four phases for implementing a lesson: 1.) Introduction and Review- The teacher introduces the new lesson and the teacher also reviews prior knowledge that the student will need for the lesson. 2.) Presentation- The teacher is trying to help the students understand the new skills. This phase is very difficult for teachers because: (1) It is hard for teachers to teach a simple skill and make it understandable for children, (2) Teachers tend to rush through presenting the skill. This causes students to not fully understand the new skill and will make the practice difficult, (3) this model is viewed as a teacher-centered model. Not many teachers believe asking questions and interacting with students should be used in this model. 3.) Guided Practice- Students are attempting the practice on their own under the teachers guidance. Teachers can ask the student to review how they solved the problem. Effective teachers ask three times as many questions during this phase. 4.) Independent Practice- Students practice the skill on their own. Independent practice occurs in two stages: (1) Students practice the new skill in class under teacher guidance and (2) Students work on a homework assignment. Students develop automaticity and the ability to transfer their understanding to new contexts. Teachers are able to spend more time with students that are struggling when the other students are doing work independently. The success of independent practice depends on the presentation and the guided practice. Providing feedback is essential when students are working

Assessment of students occurs when students are working on problems independently. The problems should not be similar to the problems used when the teacher teaches the lesson. If the problems are similar to ones used during instruction, then the students will be more likely to memorize the procedures. The problems must be solvable for assessment to occur.

independently.

This model can be used in all grade levels where teaching procedural skills are the goal and where the students are diverse. It can increase motivation by encouraging students to learn a skill that they will need to answer a problem independently that may be difficult. Students are more motivated to solve problems that are a challenge. Making examples that are relatable to students can increase student motivation.

So what? What is important to understand about this?

Direct Instruction model allows teachers to teach the class a new lesson and it allows the teachers to see if the children understood the lesson by watching the children work on problems independently. Teachers are able to provide feedback to students by using this model.