Chapter Seven

Question 1

Direct Instruction

Answer 1

Used to describe lessons in which you transmit information directly to students, structuring class time to reach a clearly defined set of objectives as efficiently as possible.

Question 2

Parts of direct instruction

Answer 2

1. State learning objectives and orient student to the lesson.
2. Review prerequisites.
3. Present new material.
4. conduct learning probes.
5. Provide independent practice.
6. Assess performance and provide feedback.
7. Provide distributed practice and review.

Question 3

State learning objectives and orient students to the lesson

Answer 3

what do you want the students to know or be able to do at the end of the lesson. Show the relevance or interest for the students, also give a road map for students to where the lesson is going. Given the objectives enhances student achievement and incorporate the new information to prior knowledge.

Question 4

Review prerequisites

Answer 4

Make sure students understand prior knowledge so that they can link the information that is already in their mind. Teacher might have to review the prior knowledge if students do not understand since it would have learned the new content very difficult.

Question 5

Present new material

Answer 5

logically organized, clear indications on what information is most important to know, use clarity, effective explanations, work through examples, use demonstrations/models/visuals, videos, while still maintaining attention of the students.

Question 6

Conduct learning probes

Answer 6

different ways of asking for student responses to the lesson content. Gives feedback on the students understanding, CHECK FOR UNDERSTANDING. Use questions to probe students learning to the next step. Allow for an appropriate amount of wait time for the students to think as well as get every student involved don’t just call on the same two kids. All together responses work well here too.

Question 7

Provide independent practice

Answer 7

Students practice on their own in class. Essential step in the process of transferring new information in working memory to long-term memory. Rehearse knowledge it concepts but run into issues if the students run into difficulties or they do not care about the work. Make sure students can do the assignment first, keep assignments short, clear instructions, monitor work.

Question 8

Assess performance and provide feedback

Answer 8

Degree to which the students have mastered the content. Give them feedback in a timely manner, also students to deeply process the information, exit tickets great example.

Question 9

Provide distributed practice and review

Answer 9

Increased retention of the knowledge, enhances learning, maintain prior skills/knowledge, give homework for students to complete outside of the school setting.

Question 10

Core vs. Core vs. Core

Answer 10

Iowa Common Core, Common Core (math and literacy), NGSS (making sure we know which core we are talking about)

Question 11

Guaranteed

Answer 11

Every student will reach the objective

Question 12

Viable

Answer 12

doable to reach that objective

Question 13

Concept Learning & Teaching

Answer 13

a. Ex: red ball, red pencil, red chair are all derived from “red” concept (instance) whereas green book (non-instance).
b. Teachers can either give instances and non-instances then have students come up with a definition or give students the definition then ask them to come up with instances and non-instances.

Question 14

Examples: Easy to difficult

Answer 14

a. Easy: dog, cats, humans and Difficult: pandas, bats, dolphins
Learn concepts by observation, the more difficult topics is learned with observation and experience. Must learn easy examples first.

Question 15

Examples: Different

Answer 15

i. Give non examples too like fish or insects as it challenges the simplistic belief based on experience

Question 16

Examples: Compare/contrast

Answer 16

i. Ex: dog vs fish or then snake vs whale easy exampled used to establish concept then difficult examples test the true boundaries of the concept.

Question 17

Discussion: Subjective and controversial topics

Answer 17

no simple answers, students need to discuss and understand instead of receiving and rehearsing information. Research suggests that it leads to an increase in knowledge and deeper understanding of the different sides.

Question 18

Discussion: Difficult and novel concepts

Answer 18

Force students to see the concept in a different perspective, example of teacher exampling buoyancy not only light things float.

Question 19

Discussion: Affective objectives

Answer 19

objects that are concerned with student attitudes and values, when group members must publicly commit themselves, more effective at changing an individual’s attitude/behavior than a lecture.

Question 20

Discussion: Whole-class

Answer 20

Teacher guides and helps when it has hit a dead end, encourage students to come up with their own ideas while getting every student to participate.

Question 21

Discussion: small-group

Answer 21

4-6 students discussing a topic as the teacher moves between groups to aid in the discussion. Some students aren’t prepared to discuss causing issues.