Methods of Teaching Dr. Ludmilla Smirnova 1

The 4 Models of Instruction are Behavioral, Information Processing, Social Interactive and Personal Models Each Model possesses theoretical foundations that explain why certain goals can be achieved that particular way and it provides the framework of how each model works. (Joice and Weil, 1997) We will explore why the DI strategy is the way it is. 2

3 Teach = Fill their empty heads. heads. “If the Student didn’t learn, The Teacher didn‘t teach” S. Engelmann Assess = See what’s inside

4 Behavioral Model/Direct Instruction Strategy Theoretical Foundations of Behavioral Model/DI. Principles and Characteristics of DI DI Lesson Plan Structure Lesson Plan Structure/& LP design Rubric MethodsofDI

Based upon Experience and Research Findings: Direct Instruction is the most popular and widely used instructional strategy. However, the research concludes that No single approach is most appropriate for ALL students. And clearly no single approach is appropriate for all lessons. Before asking why the reliance on DI, let’s review what DI is. 5

 Behaviorist Theory  Behavioral aspects of Information Processing Theory (Gagne`)  Teacher-effectiveness research (E. Engelmann, B. Rosenshine, M. Hunter)  Observational learning and modeling (Albert Bandura)  The role of ZPD in learning, (Lev Vygotsky) 6

 Focuses on observable and specific behavior. It emphasizes the learning of discrete items of information through practice and reinforcement, rote learning, and memorization.  The goal of DI instruction is to increase the number or strength of correct responses.  The teacher reinforces the desirable responses and punishes the undesirable ones.  Learners are passive recipients of stimuli from the environment. 7

How People Learn Sensory Memory O.75 sec. O.75 sec. S T M l I m I t e d l I m I t e d capacity 7items. It holds information for 30` for 30` L T M holds 100 million bits of info Automaticityforgotten forgotten REPETITION Attention

 goals are clearly stated to students;  time allocated for instruction is sufficient and continuous;  coverage of content is extensive;  the performance of students is monitored and  feedback to students is immediate and academically oriented. Engelmann S., 1961, Rosenshine B., Hunter M.,

 Describes changes in behavior, thinking, or emotions that result from observing the behavior of another person.  Albert Bandura’s work shows that modeling explains how people learn by imitating behaviors they observe in others. 10

Scaffolding: “Teaching should be one step ahead of student’s learning.” How teachers do it:  Break complex skills into sub-skills;  Bridge new knowledge to the prior learning and “funds of knowledge;”  Ask frequent questions and adjust their difficulty;  Present lots of examples;  Model;  Provide prompts and cues; lots of repetition and practice to achieve AUTOMATICITY (over-learning ). 11

 Define DI the way you understand it.  Exchange your own definitions of DI with your partner.  Combine with another pair and discuss each DI definition.  Develop a composite definition of DI combining ideas shared.  Report to the rest of the group. 12

Direct Instruction is a  teacher-centered strategy that  Utilizes teacher explanation and modeling,  Combined with student practice and feedback ;  Aims at teaching basic concepts and skills  With a lot of drill and practice, repetition to reach automaticity. 13

 Take a minute to formulate and report to the rest of the class what principles and characteristics of the DI strategy are.  Name & insert the principles and characteristics of DI in the graphic organizer grid hand out. 14

 Present a limited amount of Information in chunks ( ~ every 10 min)  Transfer from STM to LTM through  Use Student Prior knowledge  Focus on Practice, Repetition  Reach over-learning=automaticity 15

 Academic Focus - Content driven - Deductive/Decontextualized;  Whole Class or Small group Delivery;.  Constant monitoring to Check for Understanding (CFU);  Controlled Classroom Practice  Teacher-centered/ Transmission of Information one way – from Teacher to students. 16

 Guarantees specific Learning outcomes  Uses time effectively  Easily measures  Easy to implement/ Automate Disadvantages  Low Transfer rate  Problem solving skills not developed  Irrelevant/Unmotivated  Disregards cooperation 17

 What does it mean to TEACH directly?  Name what methods help you do this – teach directly.  What are the elements of DI LP? 18

 Anticipatory Set/ Grabber/Hook/ Sponge:  Gain students’ attention, Focus on the new learning, or Review what has been learned  Inform students what is going to be learned and Motivate by explaining why it is important to study it. Provide a transition to the next part of the lesson 19

 Present new material/ TEACH/MODEL/Demonstrate.  Provide guided practice “WE DO it TOGETHER”  through questioning, exercises, and corrective feedback - Check for Understanding, repetitive practice  Provide independent practice in-class and/or out-of-class. “YOU DO it” 20

FFind out what the students learned RReview the concepts/skills learned and provide the corrective feedback (for re- teaching or extended practice) REFLECTION CCompose self-directed questions about each part of the DI lesson before teaching the lesson and answer the questions when the lesson is over. 21

When teachers use Direct Instruction, they maintain tight control over:  the content to be learned – basic skills and concepts;  the mode of delivery – to the whole class;  the patterns of classroom interaction – T S;  the pace of instruction - FAST;  and the evaluation process - Paper-pencil Test). 22

 Report what you have learned about Behavioral Model/DI from this PPT.  Compose one question about Behavioral Model - DI strategy. 23

 Think of this presentation in terms of BM/DI strategy.  Did I use DI to teach this topic? Yes or No. Why?  Support your answer by citing the details of the lesson. 24

25 Resources: 1.Z. Engelmann : Effective School Practices: What was Follow Through Project?Follow Through Project 2.What Characterizes an Effective Teacher? - an exclusive interview with Barak RosenshineWhat Characterizes an Effective Teacher? - an exclusive interview with Barak Rosenshine

 Discussing ideas for AS, Development, Guided Practice, Closure, Independent Practice.  Recognizing the DI methods. Thank you! 26