Direct Instruction

EDU 6303

Edwin D. Bell

Rationale

“Although the research on direct instruction models has had mixed conclusions, most researchers agree that the main elements of these models are essential minimum skills that all teachers should have” (Slavin, 2006, p. 226)

Objective

Students in EDU 6303 will be able to use the information in this lesson to assist them in designing a learning environment (lesson) that meets the guidelines of the case study rubric in the course syllabus.

Overview

What is direct instruction How is a direct instruction lesson taught What does research on direct instruction

suggest How do students learn and transfer

instruction How are discussions used in instruction

What is Direct Instruction

“is used to describe lessons in which the teacher transmits information directly to students structuring class time to reach a clearly defined set of objectives as efficiently as possible” (Slavin, 2006, pp. 209-210)

How is a Direct Instruction Lesson Taught? State learning objectives and orient students to

the lesson – Planning a Lesson Review prerequisites Present new material Conduct learning probes – Questioning Toolkit,

Wait time Provide independent practice Assess performance and provide feedback Provide distributed practice and review

Research on Direct Instruction

DI (Distar) has been effective (Slavin, 2006)

Mastery Teaching has not been effective (Slavin, 2006)

Research on Direct Instruction

“The prescriptions derived from studies of effective teachers cannot be applied uncritically in the classroom and expected to make a substantial difference in student achievement” (Slavin, 2006, p. 227)

How Do Students Learn and Transfer concepts

Concept LearningObservationDefinition

“Just as children learn concepts in two ways, instructors can teach them in two ways” (Slavin, 2006, p. 227)

Definition and Concepts

“Teachers might give students instances and noninstances of a concept and later ask them to derive or infer a definition” (Slavin, 2006, pp. 227-228)

“Or Teachers might give students a definition and then ask them to identify instances and noninstances” (Slavin, 2006, p. 228)

Definitions and Concepts

“For most concepts taught in school, it makes most sense to state a definition, present several instances (and noninstances, if appropriate), and then restate the definition, showing how the instances typify the definition” (Slavin, 2006, p. 228).

Teaching concepts effectively requires extensive and skilled use of examples (Slavin, 2006) and knowledge of the student and the student’s environment.

Transfer

Transfer of learning from situation to another depends on the degree to which the information or skills were learned in the original situation and the degree of similarity between the situation in which the skill or concept was learned and the situation to which the skill or concept is to be applied. (Slavin, 2006, p. 228)

Teaching for Transfer

“Teaching students how to look for commonalities among story problems significantly enhanced their success on transfer tasks” (Slavin, 2006, p. 231)

How are discussions Used in Instruction

Subjective and controversial questions that have no clear-cut answers.

Difficult and novel concepts that have a single right answer but involve difficult concepts that may require students to develop new schemata (see something in a different way), e.g. buoyancy and specific gravity

How Are Discussion Used inInstruction (continued)

Affective objectives – the discussion can facilitate the instructors affective objective for the lesson, e.g., develop respect and tolerance for others’ points of view.

Whole Class Discussion

Teacher Guides discussion Is not looking for any particular facts Keeps discussion rolling Helps students avoid dead ends, but Students need a good knowledge base

(Slavin, 2006)

Small Group Discussions

Each group should have an appointed leader. The groups should follow the presentation of a

teacher directed lesson. Research on small-group discussion indicates

that these activities can increase student achievement more than traditional lessons if the students are well prepared to work in small groups and if the group task is well organized (Slavin, 2006, p. 235)

Reference

Slavin, R. E. (2006). Educational Psychology: Theory and Practice, 8th edition. Boston, MA: Allyn & Bacon.