Direct Instruction：.pptVIP

Direct Instruction EDU 6303 Edwin D. Bell Rationale “Although the research on direct instruction models has had mixed conclusions, most researchers agree that the main elements of these models are essential minimum skills that all teachers should have” (Slavin, 2006, p. 226) Objective Students in EDU 6303 will be able to use the information in this lesson to assist them in designing a learning environment (lesson) that meets the guidelines of the case study rubric in the course syllabus. Overview What is direct instruction How is a direct instruction lesson taught What does research on direct instruction suggest How do students learn and transfer instruction How are discussions used in instruction What is Direct Instruction “is used to describe lessons in which the teacher transmits information directly to students structuring class time to reach a clearly defined set of objectives as efficiently as possible” (Slavin, 2006, pp. 209-210) How is a Direct Instruction Lesson Taught? State learning objectives and orient students to the lesson – Planning a Lesson Review prerequisites Present new material Conduct learning probes – Questioning Toolkit, Wait time Provide independent practice Assess performance and provide feedback Provide distributed practice and review Research on Direct Instruction DI (Distar) has been effective (Slavin, 2006) Mastery Teaching has not been effective (Slavin, 2006) Research on Direct Instruction “The prescriptions derived from studies of effective teachers cannot be applied uncritically in the classroom and expected to make a substantial difference in student achievement” (Slavin, 2006, p. 227) How Do Students Learn and Transfer concepts Concept Learning Observation Definition “Just as children learn concepts in two ways, instructors can teach them in two ways” (Slavin, 2006, p. 227) Definition and Concepts “Teachers might give students instances and noninstances of a concept and later ask them to derive or infer a definition” (Slavin,