Chapter Seven Flashcards
Direct Instruction
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.
Parts of direct instruction
- State learning objectives and orient student to the lesson.
- Review prerequisites.
- Present new material.
- conduct learning probes.
- Provide independent practice.
- Assess performance and provide feedback.
- Provide distributed practice and review.
State learning objectives and orient students to the lesson
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.
Review prerequisites
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.
Present new material
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.
Conduct learning probes
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.
Provide independent practice
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.
Assess performance and provide feedback
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.
Provide distributed practice and review
Increased retention of the knowledge, enhances learning, maintain prior skills/knowledge, give homework for students to complete outside of the school setting.
Core vs. Core vs. Core
Iowa Common Core, Common Core (math and literacy), NGSS (making sure we know which core we are talking about)
Guaranteed
Every student will reach the objective
Viable
doable to reach that objective
Concept Learning & Teaching
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.
Examples: Easy to difficult
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.
Examples: Different
i. Give non examples too like fish or insects as it challenges the simplistic belief based on experience
Examples: Compare/contrast
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.
Discussion: Subjective and controversial topics
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.
Discussion: Difficult and novel concepts
Force students to see the concept in a different perspective, example of teacher exampling buoyancy not only light things float.
Discussion: Affective objectives
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.
Discussion: Whole-class
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.
Discussion: small-group
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.
