Methods of Teaching

Dr. Ludmilla Smirnova

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The 4 Models of Instruction are Behavioral, Information Processing,

Social Interactive and Personal ModelsEach 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.

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Teach = Fill their emptyTeach = Fill their empty heads. heads.

““If the Student didn’t learn,If the Student didn’t learn,

The Teacher didn‘t teach”The Teacher didn‘t teach”

S. EngelmannS. Engelmann

Assess = See what’s Assess = See what’s insideinside

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Behavioral Model/Direct Behavioral Model/Direct Instruction Strategy Instruction Strategy

Theoretical Theoretical Foundations of Foundations of

Behavioral Behavioral Model/DI.Model/DI.

Principles and Principles and Characteristics Characteristics

ofof

DIDI

DIDI

Lesson Lesson Plan Plan

StructureStructure/

&&

LP design LP design RubricRubric

Methods Methods

ofof

DIDI

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.

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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)

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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.

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forgottenforgotten

forgottenforgotten

REPETITIONREPETITION

AttentionAttention

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., 1987

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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.

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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 ).

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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.

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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.

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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.

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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

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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.

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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

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What does it mean to TEACH directly?

Name what methods help you do this – teach directly.

What are the elements of DI LP?

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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”

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Find out what the students learned Review the concepts/skills learned and

provide the corrective feedback (for re-teaching or extended practice)

REFLECTION Compose self-directed questions

about each part of the DI lesson before teaching the lesson and answer the questions when the lesson is over.

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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).

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Report what you have learned about Behavioral Model/DI from this

PPT. Compose one question about

Behavioral Model - DI strategy.

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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.

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Resources:

1. Z. Engelmann : Effective School Practices: What was Follow Through Project?

2. What 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!

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