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Direct Instruction Hope  Belle-Payne IDE 650 Monday, July 7, 2008
Ponder This ,[object Object],[object Object]
What program can reach all of these students?
Direct Instruction to the rescue!
Background Information ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Direct Instruction ,[object Object],[object Object],[object Object],[object Object]
Direct Instruction This should be the focus of the process of instruction. The TEACHER
Direct Instruction Four major categories of instructional events: ,[object Object],[object Object],[object Object],[object Object]
A Transactional Model of Direct Instruction Presentation  includes five events, three of which are considered together in a subcategory labeled “Overview.” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Direct Instruction: Presentation Activate Prior knowledge Link the lesson to review  previous lesson Overview: Review Student Teacher
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
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
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
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
Direct Instruction: Practice Practice  includes three events: ,[object Object],[object Object],[object Object]
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
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
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
Direct Instruction: Assessment & Evaluation Assessment and evaluation  includes two events: ,[object Object],[object Object]
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
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
Direct Instruction: Monitoring & Feedback Monitoring and feedback  also includes two events: ,[object Object],[object Object]
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
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
Direct Instruction In general, all direct instruction models have the following common principles: ,[object Object],[object Object],[object Object],[object Object],[object Object]

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Differentiated Instruction Presentation

  • 1. Direct Instruction Hope Belle-Payne IDE 650 Monday, July 7, 2008
  • 2.
  • 3. What program can reach all of these students?
  • 4. Direct Instruction to the rescue!
  • 5.
  • 6.
  • 7. Direct Instruction This should be the focus of the process of instruction. The TEACHER
  • 8.
  • 9.
  • 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.
  • 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.
  • 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.
  • 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.