ASSESSMENT ITEM 2

DI and CL lesson design

Task

This assessment requires you to complete 5 individual components (A-E) to create the
complete assessment. This assessment requires you to create a lesson design using two focus
pedagogies of inclusion - Direct Instruction (DI) and Cooperative Learning (CL). After
completing a DI and CL lesson design including the relevant key characteristics, you will be
required to provide research-based reflection on each.

Value: 50%

Due date: 23-Jan-2017

Part A
Outcome: MA2-7NA - represents, models and compares commonly used fractions and
decimals

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Outcome 1: Given direct instruction and a blank piece of A4 paper, students will create
visual representations for a variety of unit fractions, including , , 1/3, 1/5 and 1/8 within
10 minutes at 100% accuracy.

Outcome 2: Given five written problem-solving scenarios relating to everyday experiences

of fractions, students, by the end of the lesson, will have constructed a visual representation
of each corresponding scenario with at least 80% accuracy.

Outcome 3: Given direct instruction and an A4 print out of various 2D objects, students will
divide each of these shapes into halves, thirds, quarters, fifths and eighths and explain, using
the terms nominator and denominator, the fraction each shape represents at 100% accuracy
over 2/2 days.

Outcome 4: Given direct instruction and a piece of paper containing five number lines,
students will visually identify halves, quarters, eights and thirds and fifths on each
corresponding number line between 0 and 1 within 10 minutes and at 100% accuracy.

Outcome 5: Given direct instruction and a piece of paper containing five number lines
between 0 and 2, students will place a variety of mixed fractions on each corresponding
number line within 20 minutes with at least 80% accuracy.

Part C
Direct instruction is a pedagogy founded upon creating a structured teaching environment in
which concepts are taught and related within an explicit format and driven by student mastery
(McMullen & Madelaine, 2014, p.139). It involves systematic teacher demonstration,
modelling and the provision of feedback within a goal orientated framework (McMullen &
Madelaine, 2014, p.138). Underlying the successful implementation of this instructional
approach is: a predetermined skills sequence; cumulative progression along the skill
hierarchy; scripts to dictate lesson content; active student participation; and positive
reinforcement (McMullen & Madelaine, 2014, p.139). Further, direct and explicit teaching
requires students to rehearse what they have learnt at a very fast pace as opposed to drawn
out explanations of new concepts (Ewing, 2011, p.68).

At the foundation of direct instruction pedagogy is the principle that all students, regardless
of individual circumstance, are able to learn, with any failure in doing so being directly

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attributable to a teachers ineffectiveness (Snider & Schumitsch, 2006, p. 29). As such, this
instructional approach is considered useful for students who have complex support needs and
require curriculum and/or instructional differentiation to optimise their learning outcomes.

Mathematics is an area of study that requires a learner to establish strong fundamental skill
sets. In so doing, the learner is able to use such skills as a foundation for all future
mathematical learning (McMullen & Madelaine, 2014, p.141). This enables learners to
progressively develop their knowledge and understanding of mathematical concepts of
which, in turn, assists them in adapting that knowledge and understanding to more complex
scenarios. It is for this reason that the fractions lesson outlined in Part B has been created
with a direct instruction focus.

The lesson has been designed in sequential order and is founded upon the systematic use of
teacher demonstration, modelling and the provision of feedback. It is clearly divided into an
opening, body and conclusion. The teacher begins the lesson by breaking all instruction down
into small, clear and easily understood steps. With students being engaged and having had
the goals of the lesson explained to them, rather than rush into new learning, the teacher
focuses student attention toward their prior learning. This is done to not only enable the
teacher to identify knowledge gaps that may hinder their students ability to learn new content,
but also to encourage students to reflect upon their learning to reinforce concepts that will be
built upon in the new lesson.

As the teacher moves students onto the new learning of the day, it is here within the lesson
plan that the principles of direct instruction are clearly identifiable, with learning separated
into three distinct sections: modelling (Teacher does it); guided practice (teacher and student
do it); and unprompted practice (students do it) (Archer and Hughes, 2011, p.4). Using the
lesson script outlined throughout Part B, the teacher will introduce students to the new
concept of multiples of unit fractions. The teacher engages students in discussion and
provides them with practical, easily understood examples of the new concept. To enhance
learning the teacher then engages students to participate in practical problem solving
scenarios of which, as a class, they are able to work through. With the teacher confident in the
students understanding of the basic concept, the students are then directed to complete
problems on their own and in groups. This encourages independent learning of the new
concepts. Importantly, throughout this entire process the teacher is required to monitor ad
observe student progress (Killen, 2013, p.131). In so doing, an effective ongoing feedback

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cycle can be established in which allows for corrective measures to be put in place for
students who may lack understanding of the concept, as well as provide positive
reinforcement for student engagement (Killen, 2013, p.131).

Part E

Cooperative Learning (CL) Description:

The term CL refers to an instructional approach to learning that seeks to enhance student
learning outcomes through the effective use of heterogeneous group work (Felder and Brent,
2007, 1). Within a CL framework small groups of students work together interdependently to
achieve overall group success, with each individual student being assigned responsibility for
completing a variety of unique tasks (Lancaster, 2014, p.230). The overall aim is for students
to work together to accomplish a common goal.

According to the Johnson & Johnson model, the success of CL as an instructional strategy
requires the creation of specific learning conditions, including such elements as: positive

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interdependence; individual accountability; face-to-face promotive interaction; the
appropriate use of collaborative skills; and group processing (Felder and Brent, 2007, p.2).

One of the main theoretical perspectives underpinning CL is the social cohesion perspective.
Proponents of this theory suggest that the effects of cooperative learning on achievement are
founded upon each students innate drive to want to help one another learn because they care
about one another and want one another to succeed (Slavin, 1996, p.3). Underpinning this
perspective is the imperative role played by teambuilding activities in preparation for
cooperative learning, as well as group self-evaluation during and after group activities
(Slavin, 1996, p.3) Importantly, proponents of this perspective reject the need for external
group incentives, arguing that if students are sufficiently prepared for skills in group
process, students will experience the process of group work itself as highly rewarding
(Slavin, 1996, p.3).

CL in Action A Jigsaw II Approach:

An example of a CL learning structure is the Jigsaw II strategy. Underpinning this strategy is

the creation of a variety of groups, both home and expert, that require individual team
members to become experts on specific knowledge (Slavin, 1994, p.43). Each expert
returns to their home groups with knowledge acquired and shares it with their team. This
knowledge sharing is imperative as each student, individually, will be assessed on their
understanding of not only the concepts relating to their own expertise, but also that of their
team members.

As is evidenced within the lesson outline in Part D, the Jigsaw II strategy has been designed
in a way that encompasses, supports and encourages the foundational elements of CL.
Students are provided a working environment that requires them to be accountable for not
only their own learning but also that of others (interdependence). In working in an interactive
and assertive manner, students work together to achieve the goals and expectations
established by the group. Throughout the group work activities the teacher monitors student
interaction, facilitating opportunities for students to develop and practice their trust-building,
leadership, decision-making, communication, and conflict management skills (Felder and
Brent, 2007, p.2). Through engaging in this process of learning and information sharing, both
students and teacher are afforded an abundance of opportunity to provide feedback, both
positive and constructive.

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Given the heavy focus upon developing group cohesion through teambuilding and ongoing
group evaluation, this has been designed, for the most part, from a social cohesion
perspective. Although an assessment has been designed to gauge individual success, this has
been done to reinforce the importance of interdependent learning and quality group
contribution. Further, the external motivator (certificate for winning group) has been designed
as a catch all motivator.