1. Goals for Class 1. To learn about the interactive teaching model called direct instruction 2. To understand procedures for Inquiry course requirements

2. Direct Instruction Model of Teaching Purpose 1. To master skills (procedural knowledge) 2. To master well-structured factual or conceptual knowledge that can be taught in a step-by-step fashion.

3. Gyotaku Gyotaku (gyo = fish, taku = rubbing) Invented in the early 1800's in Japan by the fishermen to record their catch. http://www.youtube. com/watch?v=xG_- 0Xd2x2E&NR=1 video of http://www.youtube. com/watch?v=xG_- 0Xd2x2E&NR=1 http://www.youtube. com/watch?v=xG_- 0Xd2x2E&NR=1 http://www.youtube. com/watch?v=xG_- 0Xd2x2E&NR=1

4. Desired Teaching Behaviors 1. Gain Students’ Attention. Use strategies to gain attention (set induction, use of interesting materials and phenomena, relevant to students’ lives) 2. Keep it Simple. Ensure that observation is not too complex. Break it down in small parts. 3. Scaffold. Link new skills to students’ prior knowledge. 4. Practice. Use guided and independent practice with feedback. 5. Be positive. Ensure a positive attitude to increase motivation to reproduce or use the skill or new behavior

5. Planning 1. Prepare Instructional Objectives. 2. Perform Task Analysis. Find out what a skilled person does when the skill is performed. Find out what a skilled person does when the skill is performed. Divide the overall skill into sub-skills. Divide the overall skill into sub-skills. Put sub-skills in some logical order, showing those that might be prerequisite to others Put sub-skills in some logical order, showing those that might be prerequisite to others Design strategies to teach each of the sub-skills and how they are combined. Design strategies to teach each of the sub-skills and how they are combined. 3. Plan for Materials, Time and Space

6. Prepare Instructional Objectives. Learners will be able to follow a procedure for making a print using a real squid. Perform Task Analysis. Major Skill: To follow procedures for printing an image of a real squid Sub Skills: 1.Laying squid on newspaper. 2.Fan out fins, arms and tentacles. 3.Applying paint to the squid. 4.Place the paper over the painted squid. 5.Pressing gently. 6.Peeling back the paper slowly. 7.Hanging print to dry. 8.Observing external structures and examining print for smudges and missing ink.

7. Instructional Sequence 1. Clarify goals, provide background information, and establish set. 2. Demonstrate skill. 3. Provide guided practice. 4. Check for understanding and provide feedback. 5. Provide extended practice and transfer.

8. Time TEACHER ACTION TIME Clarify goals, provide background information, and establish set. 2 min. Demonstrate skill. 5 min. Provide guided practice. Check for understanding and provide feedback. 5 min. Provide extended practice and transfer. 10 min Clean up. 2 min. Closure. Summarize. 2 min.

9. Space Area for demonstration Area for demonstration Board for posting Procedures Board for posting Procedures Work space for five groups of four Work space for five groups of four

10. Materials for Group of Four 2 squid Tempura paint (black) Foam brushes (2) Plate for paints (2) Latex gloves (4 pairs) Paper for Printing: Three sheets/student. (12 sheets) Handout: Procedures and Diagram (8 sheets) Newspapers for Table Cleanup materials: wipes, paper towels, Oust, Garbage bags

11. Inquiry Course Requirement Purpose To conduct research on a topic related to teaching and learning Procedures Select one research summary from Arends as a starting point. This will serve as your “theme.” Select several articles from professional journals (secondary sources). Interview at least two classroom teachers or others (primary sources). Compose a two-page paper. Present multi-media presentation. Distribute one page handout. Submit each report and handout on WebCT Assignments Inquiry

12. Inquiry Course Requirement 21st Century teachers should have command of the research about effective teaching. - Richard Arends - The Arends text contains a sampling of research that is the basis of particular practices. - Each chapter has a Research Summary to assist you in interpreting a research article.

13. Inquiry Course Requirement Identifying a Research Question Research Summaries pp. 33 70 100 155 180 219 269 292 326 356 395 426 472 497 1. Select a Research Summary from Arends. 2. Develop a research question or problem for your project based on the selected RS. 3. Select several articles from professional journals that will help you answer the question. 4. Read Arends, pp. 513 – 522 Handbook 1- Reading and Using Research

14. Inquiry - Example Research Question What are the characteristics of a good teacher? Based on Research Summary in Arends text. See Chapter 1, p 33. Murphy, Delli, and Edwards. (2004).”The Good Teacher and Good Teaching.” Journal of Experimental Education, 72, 2, 69-93. Next Step--Identify articles from professional journals (secondary sources). Receive instruction for on-line searching at Adams Library, if needed. Review the professional literature (journals, books, WWW sites) Next Step - Interview two experienced teachers (primary sources) Ask and take notes : What are the characteristics of a good teacher? Present a list of attributes Rate: Most important, least important.