Differentiated instruction-presentation-1216687967236588-9 (1)
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The document discusses Direct Instruction, a teaching model that focuses on systematic, scripted, teacher-centered instruction. It emphasizes mastery of subject matter through explicit instruction, guided practice, independent practice, and assessment. The key components of a Direct Instruction lesson are presentation of new content, practice with content, and monitoring of student understanding through cues, prompts, and feedback. Overall, Direct Instruction prioritizes teacher-led instruction, assessment of student learning, and structured lessons to ensure student success.
Differentiated instruction-presentation-1216687967236588-9 (1)
- 1. Direct Instruction Hope Belle-Payne IDE 650 Monday, July 7, 2008
- 2. Ponder This When instruction is delivered by “Most Effective Teachers”.... “ How do I educate and ensure success for all my students?”
- 3. What program can reach all of these students?
- 4. Direct Instruction to the rescue!
- 5. Background Information Teacher-centered Systematic instruction Scripted Emphasis is on mastery of subject matter Elementary school reading comprehension and math instruction Creator: Siegfried Engelmann Adopted as the “official” model for teaching in North Carolina
- 6. Direct Instruction Barak Rosenshine Robert Gagne Siegfried Engelmann Madeline Hunter
- 7. Direct Instruction This should be the focus of the process of instruction. The TEACHER
- 8. Direct Instruction Four major categories of instructional events: Presentation Practice Assessment & Evaluation Monitoring & Feedback
- 9. A Transactional Model of Direct Instruction Presentation includes five events, three of which are considered together in a subcategory labeled “Overview.” Overview Explanation Demonstration Review What Why
- 10. Direct Instruction: Presentation Activate Prior knowledge Link the lesson to review previous lesson Overview: Review Student Teacher
- 11. Direct Instruction: Presentation Presents the specific concept(s) and skill(s) Listen for stated objective and what should be learned at by the end of lesson. Overview: What Teacher Student
- 12. Direct Instruction: Presentation States a reason for learning the skill(s) or concept(s) Relate lesson to real world or own interests; discuss how the skill or concept can be applied to other subject areas Overview: Why Teacher Student
- 13. Direct Instruction: Presentation Develops or explains the concepts and skills to be learned Hear an explanation; use manipulative materials; have class discussions; watch videos; read explanations in textbooks; interact with computer Explanation Teacher Student
- 14. Direct Instruction: Presentation Probes students as to their initial understanding of concepts and skills Answer teacher questions; verbalize understandings; generate examples and non-examples of a concept Demonstration Teacher Student
- 15. Direct Instruction: Practice Practice includes three events: Guided Practice Independent Practice Periodic Review
- 16. Direct Instruction: Practice Closely supervises the students’ proficiency by completing one or two short tasks Read a paragraph aloud; complete one or two math problems; complete an activity on the board, while others do the same activity at their seats Guided Practice Teacher Student
- 17. Direct Instruction: Practice Allows students to work with little or no teacher interaction Complete seatwork assignments; complete homework assignments; play games related to specific skills or concepts Independent Practice Teacher Student
- 18. Direct Instruction: Practice Provides students opportunity to have distributed practice on previously covered content and skills Demonstrate retention of previously learned concepts and skills Periodic Review Teacher Student
- 19. Direct Instruction: Assessment & Evaluation Assessment and evaluation includes two events: Daily success Mastery
- 20. Direct Instruction: Assessment & Evaluation Checks students work each day and offers corrective instruction as necessary Complete independent work at or above a given level of proficiency Daily Success Teacher Student
- 21. Checks students work at the end of each unit of instruction Demonstrate knowledge and application of concepts and skills at or above a given level of proficiency Mastery Teacher Student Direct Instruction: Assessment & Evaluation
- 22. Direct Instruction: Monitoring & Feedback Monitoring and feedback also includes two events: Cues and prompts Corrective feedback
- 23. Provides students with signals and reminders designed to sustain the learning activity and to hold students accountable Attend to signals and/or reminders continue working on assigned activity Cues & Prompts Teacher Student Direct Instruction: Monitoring & Feedback
- 24. Reiterate correct or incorrect answers & why Read correct answers aloud; write correct and support solutions to math problems and reading comprehension questions; Corrective Feedback Teacher Student Direct Instruction: Monitoring & Feedback
- 25. Direct Instruction In general, all direct instruction models have the following common principles: Use examples, visual prompts, and demonstrations Constant assessment Alter pace of instruction Effective use of time Maintain students' attention
Editor's Notes
- #11: Teacher: for students to recall &/or examine what they have already learned in preparation for current lesson Student: check homework; link the lesson to previous ones; review the previous lesson