Encompasses a broad, overall approach to instruction

 A coherent theoretical rationale  A point of view about what and how students learn  Required teaching behaviors that make the model work  Required classroom structures for bringing about intended outcomes

 Theoretical underpinnings  Major Theorists  Type of learner outcomes it produces  Syntax or overall flow of instructional activities  Learning environment

 The model has a research base behind it which validates its effectiveness  It consists of a set of teaching behaviors  There are a series of prescribed classroom structures  It allows for use of a common language for decision-making

 Type 1: Facts, rules and action sequences  Types 2: Concepts, patterns and abstractions

 Direct Instruction  Presentations  Discussions  Indirect Instruction  Concept Attainment Approach (examples and non- examples)  Inquiry-Based Instruction  Cooperative Learning  Problem-based Learning

 Direct Instruction  Teacher is major information provider (active teaching).  Mastery learning of facts, rules, and action sequences  Review-present- practice-feedback cycle  Indirect Instruction  To teach concepts, patterns, abstractions  Students are major information providers.  Teacher focuses responses, facilitates discussions, provides questions, provides examples.

Are the ways classrooms are organized around learning tasks and participation and the ways goals and rewards are defined

 Goal Structures  Reward Structures  Participation Structures

 Competitive – when students perceive that they can achieve their goal only if others do not achieve their goals  Individualistic – when students perceive that their achievement of a goal is unrelated to achievement of the goal by other students  Cooperative – when students perceive that they can achieve their goal if the other students also achieve their goals

 Competitive – when students’ efforts are rewarded in comparison with other students  Individualistic – when individual efforts are rewarded independently of the other students  Cooperative – when individual efforts help the whole group succeed

 Lecture – limits student participation to listening and writing  Discussion – requires students to answer questions and to give their ideas  Listening – is expected during a lecture or discussion  Seatwork – requires students to work alone or interact one-on-one  Small-group activities – require that students talk to each other

 Type of learner outcome – mastery of well- structured academic content and acquisition of all kinds of skills  Syntax – teacher-centered model with five steps  Learning environment – business-like, task- oriented and highly structured

 Behavioral Theory (Pavlov, Thorndike & Skinner) – maintains that humans learn to act in response to positive and negative consequences  Social Learning Theory (Bandura) – posits that much of what humans learn come from the observation of others  Teacher Effectiveness Research (Stallings, Brophy & Good) – studies the relationship between what teachers do in the classroom and what happens to their students

 Attention  Initially gain students’ attention  Sub-divide the task and teaching into parts  Retention  Link new skills to students’ prior knowledge  Have students rehearse a new skill to ensure long-term memory  Production  Provide immediate feedback  Model the correct ways to do something

 Use strategies to gain students’ attention  Ensure that the observation is not too complex  Link new skills to students’ prior learning  Use practice to ensure long-term retention  Ensure a positive attitude toward the new skill so students will be motivated to reproduce the behavior

 Whole-class instruction  Clarity of instructions and presentations  High performance standards  Task focused but productive environment  Student initiated behavior  Knowledge of results  Immediate, specific praise

 The learner has to pay attention to critical aspects of what is to be learned  The learner has to retain or remember the behavior  The learner must be able to reproduce or perform the behavior

Direct Instruction Features: Type of learner outcome– mastery of well-structured academic content and acquisition of all kinds of skills Syntax – teacher-centered model with five steps Learning environment – business-like, task-oriented and highly structured

Teaching Tasks for Direct Instruction Provide objectives and establish a set by: –Explaining the goals and objectives –Establishing a set that gives a purpose for and relevancy of learning relates learning to previous learning Involves all students and relates to their lives Present the information and/or demonstrate/ model the process Provide guided practice by: –Assigning short meaningful amounts –Having students practice until mastery –Using massed practice for new learning and distributed practice for refining learning

Teaching Tasks for Direct Instruction, Check for understanding and provide feedback by: –Providing feedback soon after practice –Making feedback specific – identifies what the learner is doing that is helping he/she to be successful (e.g. NOT “GOOD JOB” –Keeping feedback appropriate to students’ levels –Using positive feedback on correct performance –Showing how to perform correctly when necessary –Teaching students how to judge their own performance Provide independent practice by: –Assigning homework that students can complete successfully –Providing feedback on all assignments in a timely manner Conduct closure by: –Reminding and/or have students summarize or demonstrate what they have done and why they have done it (how does this build on what we know and want to know?) –Asking how this will connect to what they will do in the future

Syntax of a Direct Instruction Lesson Establishing the anticipatory set Giving the objective Demonstrating the skill or explaining the knowledge Conducting guided practice Checking for understanding and providing feedback Assigning independent or extended practice Conducting closure

 Give the objective  Involve all students  Relate to past learning  Relate to students’ lives or give a purpose

 A process which allows the mind of the learner to summarize what has been learned  The learner does the summarizing  The teacher provides the time and means to do it

 The learner summarizes orally or in writing what has been learned  Skill – students list the steps  Concept – students give examples  The learner performs the learning or behavior one more time  Skill – students do it one more time  Concept – students apply it one more time

 Is used to teach facts and skills  Brings together the ideas of demonstration, practice, checking for understanding and providing feedback