Professional Documents
Culture Documents
supports that direct instruction is more effective and efficient, especially for struggling students, including those with disabilities learn more when instruction is teacher centered direct instruction
Chall, The Academic Challenge: What Really Works in the Classroom
Students
DI = Effective Instruction
Explicit:
unambiguous and direct approach that supports or scaffolds learning Effective: research based proven strategies
Efficient:
Test Scores go up when students are taught grade level content. Students perform no higher than the assignments given Students cannot learn what they are not taught.
engagement / time on task Promote high levels of success Increase content coverage / opportunity to learn More student time in instructional groups Scaffolded instruction Address different forms of knowledge
Archer and Hughes, Explicit Instruction: Effective and Efficient Teaching, p. 5
Objective
Prior Knowledge
Activate
Purposely connecting new lessons to long-term memories into working memories, building information
Concept
Development
Lesson
Importance
Development Practice
Guided
Lesson
Closure
Practice
Students demonstrating what they have learned before given independent practice
Independent
for Understanding
Explaining
Teaching by telling
Modeling
Teaching using think-alouds to reveal to students the strategic thinking required to solve a problem
Demonstrating
Teaching using physical objects to clarify the content and to support kinesthetic learning
Interactive Participation
What previous knowledge and/or experience do you have with the components and/or strategies used in direct instruction?
References
Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. American Federation of Teachers. (1999). Five promising remedial reading intervention programs. Washington, DC: Author. Retrieved July 2004 from http://www.aft.org/pubs-reports/downloads/teachers/remedial.pdf Archer, A. L. and Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York, NY: The Guilford Press. Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2002). Comprehensive school reform and student achievement: A metaanalysis (Report No. 59). Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University. Retrieved July 2004 from http://www.csos.jhu.edu. Carnine, D., Silbert, J., Kame'enui, E., & Tarver, S. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson. Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education. Teaching Exceptional Children, 19(6), 4-9. Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to Direct Instruction. Boston, MA: Allyn and Bacon. Science Research Associates. (2002). Reading Mastery Plus series guide, levels K-6. Columbus, OH: Author. Tarver, S. (1999, Summer). Focusing on Direct Instruction. Current Practice Alerts; Division for Learning Disabilities and Division for Research, 2, 1-4. Watkins, C., & Slocum, T. (2004). The components of Direct Instruction. In N. E. Marchand-Martella, T. A. Slocum, & R. C. Martella (Eds.), Introduction to Direct Instruction (pp. 28-65). Boston, MA: Allyn & Bacon. White, W. A. T. (1988). Meta-analysis of the effects of Direct Instruction in special education. Education and Treatment of Children, 11, 364-374.
Strategy:
CHECKING FOR UNDERSTANDING (CFU)
The teacher continually verifying that students are learning what is being taught while it is being taught
is real-time information and allows the teacher to pace the lesson allows the teacher to provide examples and reteaching in direct response to students ability to answer questions
It
allows the teacher to confirm students can do independent practice before it is assigned makes the classroom more interactive, improving student engagement
It
TAPPLE
Teach
First Ask a question Pause Pick a volunteer Listen to the response Effective feedback (echo, elaborate, explain)
Interactive Participation
What are some examples of how you implement or have seen checking for understanding implemented in the classroom?
Direct Instruction:
The Components
3.
4.
Select a grade-level content standard Identify all concepts and skills in the standard Deconstruct the standard into specific learning objectives Select an Independent Practice
Moving to Independent Practice Starting with End in Mind An assignment that students complete by themselves with no help from the teacher
Interactive Participation
Type in any questions you might have about the content presented to this point in the webinar.
For example:
Activating prior knowledge is not asking students if they know the definitions of herbivores, carnivores, and omnivores before they have been taught. It is asking the students about something they already know (what they have eaten) that can be connected to the lesson (herbivores, carnivores, etc.).
APK should not take over five minutes. The bulk of the class time must be spent teaching students the new grade-level content (Hollingsworth, 2009).
Concept Development
A concept is..a set of objects or events that share common characteristics and a common name. In concept development students are taught the big IDEA the generalization of the lesson objective.
Why is CONCEPT DEVELOPMENT important? Allows students to make generalizations in new situations
Allows students to internalize as opposed to learning individual examples
Allows for higher student achievement on high stake state tests
Not all terms and ideas students need to learn are EQUAL. Some ideas rise to the level of CENTRAL CONCEPTS that serve as bedrocks for future teaching and learning. When students have only a hazy understanding like culture or civilization in social studies, polynomials in pre-algebra, or even alive in primary-grade science, much of their future learning, which rests on key concepts like these, will be hampered by that initial lack of definitional clarity.
A Bulletproof Definition
Attributes
or Characteristics
Examples
Non-examples
(whenever possible)
Example: Totalitarianism
Bulletproof Definition:
Totalitarianism -absolute control by the state or a governing branch of a highly centralized institution.
Examples:
Hitlers command of Germany during WWII
Non-examples:
Franklin D. Roosevelt and the United States during WWII
Processing Time
Think of an example of a key concepts you may have taught or will soon teach. What examples and nonexamples could you present to students to help them understand the concept?
Concept Attainment
is designed to lead students to a concept by asking them to compare and contrast examples (called exemplars) that contain characteristics (called attributes) of the concept with examples that do not contain those attributes.
- Joyce & Weil, Models of Teaching (sited in The Art and Science of Teaching by Marzano)
Importance:
teaching and convincing students that todays content is important to know.
Knowing the importance increases: Student Motivation Student Engagement Student Understanding
Include different types of reasons for Lesson Importance: Personal connect to student lives Academic connect to school Real Life connect to certain occupations or societal issues
Allow students to state their own reasons.
Example
Why
Different substances have different densities, so knowing the density of a substance helps determine its identity. For example, if I am trying to figure out if my earrings are made out of gold. I can determine the mass and volume of the earrings and find out its density. If the density is 19.3 g/cm3, then they are made out of gold.
Skill Development I Do During skill development students are taught the declarative (facts and information) or procedural knowledge (how to do something) as it relates to the concept.
Interactive Participation
What is another reason Guided Practice is a critical component of instruction?
We Do leads to
gradual release to You Do
(Independent Practice)
Closure
Final Checking for Understanding before students are given Independent Work
Closure is important..
Answers three questions: 1. Which students have reached the objective and are ready to move on and practice independently? 2. Is more guided practice, or reteaching, necessary to some students? 3. Should the lesson strategy be altered, or can the teacher move on to another activity?
During Closure the teacher should check to see if students can: - correctly describe the concept - tell you why it is important to learn the information - successfully execute the skill.
What are TWO new learnings you experienced during todays webinar?
Questions?
Improvements in teaching and learning can only come from a strategy focused on improving instruction.
Pedro Noguera
Excellence in teaching is vital to the future success of the Institute. Every single one of us needs to improve as teachers, not because we are not good enough, but because we can be better.
Dylan Wiliam
Next Webinar
Component One: A Focus on Learning Objectives and Checking for Understanding
March 15, 2011 3:30 PM 4:30 PM
Contact Information
Doreen Fuller (Shasta Hub Coordinator serving Lassen, Modoc, Siskiyou, Shasta, and Trinity Counties): dfuller@shastacoe.org Patty Garrison (Butte Hub Coordinator serving Butte and Plumas Counties): pgarriso@bcoe.org Lorna Manuel (Region 2, RSDSS Director and Tehama Hub Coordinator serving Glenn and Tehama Counties): lmanuel@tehamaschools.org