Notes

Outline

Slide 1

Basic Concepts - Interactive Direct Instruction Direct Instruction/Interactive Teaching Teaching Cognitive Strategies through Scaffolded Instruction Pacing and Success Rates Teacher Questioning Strategies Providing Feedback to Student Responses

Interactive Direct Instruction Studies of effective teaching at the elementary, junior high, and secondary level have established direct instruction or interactive teaching as highly  effective in producing student gains in skill and knowledge acquisition.  The findings clearly indicate that   students learn best when the teacher is actively teaching and interacting with students.

Pattern of DI/Interactive Teaching - Role of the Teacher The teacher places a clear focus on academic goals, promoting extensive content coverage and high levels of student engagement. The teacher selects instructional goals and materials and structures learning activities. The teacher actively presents the process or concept under study through lectures and/or demonstrations.

Pattern of Direct Instruction/Interactive Teaching The teacher assesses student progress through follow-up with recitations or practice exercises in which students have an opportunity to demonstrate their acquisition of skills and knowledge. The teacher provides immediate corrective feedback to student responses

Primary Components of Direct Instruction Teacher-directed learning High levels of teacher/student interaction

Direct Instruction Research Findings . . . Teacher-directed instruction is the most effective mode of instruction for:  teaching basic skills; introducing new subjects and materials; and giving and receiving student feedback. The degree of structuredness and student independence associated with the direct instruction approach vary according to student ability and maturity levels.

Research findings, cont. While direct instruction is effective for basic  skills and knowledge acquisition, not all types of learning require this instructional mode.  For example, a secondary English unit on literature appreciation may focus more on independent study exploration and/or small group activities on the part of students.

Direct Instruction: Rosenshine’s “Guided Practice” Process Checking previous day’s assignment Orally presenting and/or demonstrating new content and skills Directing initial student practice to assess understanding (This is a highly important, often neglected step.)

Direct Instruction Practical Guide, cont. Providing positive feedback and correctives Providing independent practice so students are firm and automatic in content and skills Providing weekly and monthly reviews

IDI for Younger and/or Low Achieving Students Teachers are more effective when they: structure students’ learning experiences in appropriate steps.. actively present new information in small steps, and move along at a brisk pace when the skill has been learned.  give detailed information and explanation.

IDI for Younger and/or Low Achieving Students, cont. have a high frequency of initial student practice in the form of questions and recitations, especially regarding the acquisition of basic facts. encourage students to respond to actively respond to  questions. (Reference: Kounin-Group Focus & Format)

IDI for Younger and/or Low Achieving Students, cont. provide positive feedback to students, including corrections, praise, and encouragement when they respond. insure a success rate of 95% before moving to independent practice. assign independent seatwork in small, achievable segments.

IDI for Younger and/or Low Achieving Students, cont. provide continued student practice to the point of overlearning or automaticity.

IDI for Average to High Achieving Students Teachers are more effective  when they: actively present new information in larger, but appropriately sized steps, at a rapid pace with a fairly high frequency of initial student practice, using questions at the factual level as well as questions involving synthesis and application.

IDI for Average to High Achieving Students, cont. include more opportunities for students  to make choices and to work independently, or in small groups.

IDI for Average to High Achieving Students, cont. insure a success rate of 80% before assigning independent practice. provide opportunities for students to ask and respond to questions and share their insights.

IDI for Average to High Ability Students, cont. provide positive, corrective, and supportive feedback to students. provide moderate amounts of reinforcing or process-oriented feedback when students are hesitant.

IDI for Average to High Achieving Students, cont. provide the correct answer (directly or indirectly) more often when students respond incorrectly. provide interesting variety and stimulating assignments for continued practice.

The primary researchers for this unit: Barak Rosenshine Jere Brophy Nate Gage