October 24, 2010

Today’s Class  Define Direct Instruction  Describe Gradual Release of Responsibility  Observe a lesson and discuss the lesson design

INTASC Standard #7 Instructional Planning Skills (Interstate New Teacher Assessment & Support Consortium) Plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

Direct Instruction (DI) Whole-class instruction Teacher-Centered Instruction Lecture Target Teaching Explicit Instruction Teacher-led Didactic Expository Traditional Deductive

Direct Characteristics Teacher delivers instruction Teacher controls content Content is organized and presented sequentially Step-by-step directions Single correct answer or process

Direct Works best when: Content is straightforward Content would be difficult to master in indirect instruction All students must master content

Advantages Based on behavioralistic learning principals Can increase academic learning time Student achievement is predictable and manageable Easy to implement Disadvantages Extrinsic motivation Limited creative & divergent thinking Direct

Teacher-centered so student activity is passive Presenter must be knowledgeable, perceptive, engaging and motivating Can be valuable if not overused May conflict with student learning styles Content often rapidly forgotten Lecture

When a high degree of active learning has been explicitly planned, research show that direct instruction is one of the most effective and efficient forms of teaching.

Lesson Design  What makes a good lesson?  Recall some of the lessons you explored  What did you notice?  What made them easy to understand?  What format was used?  Make a list of criteria you think should be included in a lesson plan

Let’s Take a Look  Research Building Blocks: Hints about Print plans/research-building-blocks-hints-147.html?tab=4#tabs  Identifying and Classifying Verbs in Context plans/identifying-classifying-verbs-context-788.html?tab=4#tabs  Fish Food, More or Less  Body Measurements  Dictionary Game file:///F:/204%20fall%2010/FA%202010/Vocab%20Lesson%20Plan.ht m file:///F:/204%20fall%2010/FA%202010/Vocab%20Lesson%20Plan.ht m  Graphing Precipitation

Things to Consider  What is the purpose of the lesson? Is it meaningful and relevant?  How are the objectives written?  Do the assessments match the objectives?  Are the steps of the lesson easy to understand and follow?  Are the activities engaging and meet the needs of a variety of learners? How so?

First Look  Title & grade level  Purpose  What students will learn and why they need to learn it  Where it fits in with previous learning or future learning  Approved objective aligned to a learning standard  Assessment  Determine student mastery  If assessing a skill, it needs to be in the objective

The Cream Materials Time – Single or multiple sessions Procedure – Beginning Capture students’ attention – Middle Move from intro To modeling with structured practice To guided practice (feedback) If you plan on assessing it, you need to teach it – End (closure) – Step-by-step directions (Include time allotments) – Another professional knows your intent Possible problems

Accommodations  Meet individual student needs  Lower ability  Support  Gifted  Challenge is NOT More of the same work  Physical ability  Assistive Technology  Adapting the environment

Which part of a lesson is used to capture student interest and relate the importance the learning? 1. Introduction 2. Guided Practice 3. Teacher Modeling 4. Closure

The purpose of guided practice is to… 1. Model the skill 2. Set the stage for learning 3. Assess student learning for purposes of a grade 4. Monitor student practice

Which type of assessment provides feedback throughout the lesson to promote student learning and guide instruction? 1. Formative 2. Summative

Using instructional strategies that move from known to unknown are… 1. Deductive 2. Inductive 3. Lecture

Using instructional strategies that move from unknown to known are… 1. Deductive 2. Inductive 3. Lecture

Looking at lesson plans and determining what criteria made a quality plan would be considered… 1. Deductive 2. Inductive 3. Lecture

Inductive or Deductive? You want to teach students to use descriptive words in their writing. What approach would you take and what would it look like?  Inductive  Deductive This is just one of the many decisions you make as a teacher

Next Blog  For Wednesday, November 3  Let’s try VoiceThread! Harrison’s VoiceThread

Next Time  Re-read questioning section of Ch. 5  Review Questioning (Ch. 5, pp )  Read Ch. 6, Indirect Instruction  Think about your lesson plan and start writing it (Due date, November 16)  Some of class on Wednesday will be for Classroom Management group meeting  IRE- take care of these and re-submit