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Focused Learning Through Direct Instruction Session One: Instruction That Works: A Glimpse of the Basic Components. Presented by : Doreen Fuller, Patty Garrison, Lorna Manuel Moderated by : Nancy Silva, CTAP Region 2. Regional System of District and School Support, Region 2. - PowerPoint PPT Presentation
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Focused Learning ThroughDirect Instruction
Session One:Instruction That Works: A Glimpse of the
Basic Components
Regional System of District and School Support, Region 2
Presented by: Doreen Fuller, Patty Garrison, Lorna Manuel
Moderated by: Nancy Silva, CTAP Region 2
Direct Instruction – What Is It?
A collection of
instructional practices
combined together
to design and deliver
well-crafted lessons
that explicitly teach grade level content
to all students.Hollingsworth and Ybarra, Explicit Direct Instruction, p. 12
Direct Instruction – Why Embrace It?
Research supports that direct instruction is more effective and efficient, especially for struggling students, including those with disabilities
Students learn more when instruction is teacher centered direct instruction
Chall, The Academic Challenge: What Really Works in the Classroom
DI = Effective Instruction Explicit: unambiguous and direct approach that supports
or scaffolds learning Effective: research based proven strategies
Design and Delivery Components
Efficient: maximizing learning in the shortest amount of time
Taught at grade level Test Scores go up when students are taught grade level content. Students perform no higher than the assignments given Students cannot learn what they are not taught.
Underlying Principles of Effective Instruction
Optimize engagement / time on task Promote high levels of success Increase content coverage / opportunity to learn More student time in instructional groups Scaffolded instruction Address different forms of knowledge
Archer and Hughes, Explicit Instruction: Effective and Efficient Teaching, p. 5
DI – Lesson Design Components
The logical selection and sequencing
of content and breaking down the content into manageable instructional units based on
students’ cognitive capability
(e.g. working memory capacity,
attention, and prior knowledge)Archer and Hughes, Explicit Instruction: Effective and Efficient Teaching, p. 3
DI – Lesson Design Components Learning Objective
What students will be able to do at the end of the lesson
Activate Prior Knowledge Purposely connecting new lessons to long-term memories into working
memories, building information
Concept Development Explicitly teaching concepts in the learning objective
Lesson Importance Teaching why the content is important
DI – Lesson Design Components Skill Development
Explicitly teaching steps or processes. How to do it.
Guided Practice Working problems with students, checking for clear understanding
Lesson Closure Students demonstrating what they have learned before given independent
practice
Independent Practice Having students practice what they were taught
DI – Lesson Delivery Strategies
Clear descriptions and demonstrations
of a skill, followed by
supported practice and timely feedback
Archer and Hughes, Explicit Instruction: Effective and Efficient Teaching, p. 3
DI – Lesson Delivery Strategies
Checking for Understanding Students are learning while they are being taught
Explaining Teaching by telling
Modeling Teaching using think-alouds to reveal to students the strategic thinking
required to solve a problem
Demonstrating Teaching using physical objects to clarify the content and to support
kinesthetic learning
Interactive Participation
What previous knowledge and/or experience do you have with the
components and/or strategies used in direct instruction?
References Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational
Achievement Systems. American Federation of Teachers. (1999). Five promising remedial reading intervention programs. Washington, DC: Author. Retrieved
July 2004 from http://www.aft.org/pubs-reports/downloads/teachers/remedial.pdf Archer, A. L. and Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York, NY: The Guilford Press. Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2002). Comprehensive school reform and student achievement: A meta-
analysis (Report No. 59). Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University. Retrieved July 2004 from http://www.csos.jhu.edu.
Carnine, D., Silbert, J., Kame'enui, E., & Tarver, S. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson. Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education.
Teaching Exceptional Children, 19(6), 4-9. Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to Direct Instruction. Boston, MA: Allyn and
Bacon. Science Research Associates. (2002). Reading Mastery Plus series guide, levels K-6. Columbus, OH: Author. Tarver, S. (1999, Summer). Focusing on Direct Instruction. Current Practice Alerts; Division for Learning Disabilities and Division for
Research, 2, 1-4. Watkins, C., & Slocum, T. (2004). The components of Direct Instruction. In N. E. Marchand-Martella, T. A. Slocum, & R. C. Martella
(Eds.), Introduction to Direct Instruction (pp. 28-65). Boston, MA: Allyn & Bacon. White, W. A. T. (1988). Meta-analysis of the effects of Direct Instruction in special education. Education and Treatment of Children, 11,
364-374.
Checking for Understanding
The teacher continually verifying that students are learning what is being
taught while it is being taught
Why is Checking for Understanding Important?
It is real-time information and allows the teacher to pace the lesson
It allows the teacher to provide examples and reteaching in direct response to students’ ability to answer questions
Why is Checking for Understanding Important?
It allows the teacher to confirm students can do independent practice before it is assigned
It makes the classroom more interactive, improving student engagement
TAPPLE Teach First Ask a question Pause Pick a volunteer Listen to the response Effective feedback (echo, elaborate, explain)
Interactive Participation
What are some examples of how you implement or have seen checking for understanding implemented in the
classroom?
A Well Designed Learning Objective
What is a Learning Objective?A statement that describes what students will
be able to do independently at the end of a specific lesson as a result of your instruction
It contains a Concept (idea), Skill (measurable), and sometimes the Context (condition)
A Well Designed Learning Objective is Important
1. Learning Objectives ensure students are taught concepts and skills vs filling out worksheets
2. Learning Objectives make students more successful as the focus on concepts and skills are to ensure successful independent practice
3. Learning Objectives allow teachers to measure if students achieve the outcome of the lesson
A Well Designed Learning Objective is Important
4. Learning Objectives tell students what they are expected to do
5. Standards-based Learning Objectives ensure the lesson is at grade level, which is critical for appropriate learning as well as doing well on state tests
Writing Learning Objectives
1. Select a grade-level content standard
2. Identify all concepts and skills in the standard
3. Deconstruct the standard into specific learning objectives
4. Select an Independent Practice
Moving to Independent PracticeStarting with End in Mind
An assignment that students complete by themselves with no help from the teacher
Why is Independent Practice Important?
It is important to provide students with additional repetitions of the lesson’s concept and skills so
they remember them transfer information into long-term memory develop fluidity and accuracy
Interactive Participation
Type in any questions you might have about the content presented to this
point in the webinar.
Activating Prior Knowledge
Teachers need to know what students already know
Don’t assess prior knowledge –
Activate it
For example:
Activating prior knowledge is not asking students if they know the definitions of
herbivores, carnivores, and omnivores before they have been taught. It is asking the students about something they already know (what they have eaten) that can be connected to the lesson
(herbivores, carnivores, etc.).
Why is Activating Prior Knowledge Important?
When students learn to make connections from their experience to the objective they are learning, they have a foundation upon which they can place new facts, ideas,
and concepts
You facilitate the brain to integrate new information with what’s already known
Activating Prior Knowledge
APK should not take over five minutes. The bulk
of the class time must be spent teaching students the new grade-level content
(Hollingsworth, 2009).
How to Activate Prior Knowledge
Universal Experience
A prior “life” experience
Sub-skill review
A prior “academic” experience
Concept Development
A concept is…..a set of objects or events that share common characteristics and a common name. In concept development students are
taught the “big IDEA” – the generalization of the lesson objective.
“Not all terms and ideas students need to learn are EQUAL. Some ideas rise to the level of CENTRAL CONCEPTS that serve as bedrocks for future teaching and learning. When students have only a hazy understanding like culture or civilization in social studies, polynomials in pre-algebra, or even alive in primary-grade science, much of their future learning, which rests on key concepts like these, will be hampered by that initial lack of definitional clarity.”
- Silver, Strong, & Perini (2007), The Strategic Teacher
Why is CONCEPT DEVELOPMENT important?
• Allows students to make generalizations in new situations
• Allows students to internalize as opposed to learning individual examples
•Allows for higher student achievement on high stake state tests
Concept should include:
A Bulletproof Definition
Attributes or Characteristics
Examples
Non-examples (whenever possible)
Example: Totalitarianism
Bulletproof Definition: Totalitarianism -absolute control by the state or a governing branch of a highly
centralized institution.
Examples:
Hitler’s command of Germany during WWII
Non-examples: Franklin D. Roosevelt and the United States during WWII
Processing Time
Think of an example of a key concepts you may have taught or will soon teach. What examples and non-examples could you present to
students to help them understand the concept?
Concept Attainment
“… is designed to lead students to a concept by asking them to compare and contrast examples (called exemplars) that contain characteristics (called attributes) of the concept with examples that do not contain those attributes.
- Joyce & Weil, Models of Teaching
(sited in The Art and Science of Teaching by Marzano)
Importance:teaching and convincing students that today’s
content is important to know.
Knowing the importance increases: Student Motivation Student Engagement
Student Understanding
Include different types of reasons for Lesson Importance:
Personal – connect to student lives Academic – connect to school Real Life – connect to certain occupations or societal issues
Allow students to state their own reasons.
ExampleWhy is it important to know how to use
density? Different substances have different densities, so knowing the density
of a substance helps determine its identity. For example, if I am trying to figure out if my earrings are made out of gold. I can determine the mass and volume of the earrings and find out its
density. If the density is 19.3 g/cm3, then they are made out of gold.
Skill Development“I Do”
During skill development students are taught the declarative (facts and information) or procedural knowledge (how to do something) as it relates to the concept.
Guided and Independent Practice “We Do”
Students perform the learned skills with teacher guidance through each step to verify they’re doing
it correctly. Teacher and student are working on the
“same step” at the “same time”.
Why is Guided Practice Important?
Students are doing their initial practice under direct teacher supervision.
Misconceptions and errors can be quickly corrected and reteaching can occur.
Interactive Participation
What is another reason
Guided Practice is a
critical component
of instruction?
Closure is important…..
Answers three questions:
1. Which students have reached the objective and are ready to move on and practice independently?
2. Is more guided practice, or reteaching, necessary to some students?
3. Should the lesson strategy be altered, or can the teacher move on to another activity?
During Closure the teacher should check to see if
students can:- correctly describe the concept
- tell you why it is important to learn the information
- successfully execute the skill.
Review of Direct Instruction Components
Learning Objective and Independent Practice Checking for Understanding Activating Prior Knowledge Concept Development Lesson Importance Skill Development Guided Practice and Independent Practice Closure
Two Stars and a Wish
What are TWO new learnings you experienced during
today’s webinar?
What is ONE idea you would
like to learn more about?
“Excellence in teaching is vital to the future success of the Institute. Every single one of us needs to improve as teachers, not because we are not good enough, but because we can be
better.”
Dylan Wiliam
“Improvements in teaching and learning can only come from a strategy focused on improving instruction.”
Pedro Noguera
Next Webinar
Component One:
A Focus on Learning
Objectives and Checking for Understanding
March 15, 2011
3:30 PM – 4:30 PM
Contact InformationDoreen Fuller (Shasta Hub Coordinator – serving Lassen,
Modoc, Siskiyou, Shasta, and Trinity Counties): [email protected]
Patty Garrison (Butte Hub Coordinator – serving Butte and Plumas Counties): [email protected]
Lorna Manuel (Region 2, RSDSS Director and Tehama Hub Coordinator – serving Glenn and Tehama Counties): [email protected]