Which of the following scenarios provides evidence that the teacher uses backward design?
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Herro, Dan. Northcentral University ProQuest Dissertations Publishing, 2018. 10746537.Direct Instruction is an evidenced based teaching method In general usage, the term direct instruction refers to (1) instructional approaches that are structured, sequenced, and led by teachers, and/or (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration. In other words, teachers are “directing” the instructional process or instruction is being “directed” at students. While a classroom lecture is perhaps the image most commonly associated with direct instruction, the term encompasses a wide variety of fundamental teaching techniques and potential instructional scenarios. For example, presenting a video or film to students could be considered a form of direct instruction (even though the teacher is not actively instructing students, the content and presentation of material was determined by the teacher). Generally speaking, direct instruction may be the most common teaching approach in the United States, since teacher-designed and teacher-led instructional methods are widely used in American public schools. That said, it’s important to note that teaching techniques such as direct instruction, differentiation, or scaffolding, to name just a few, are rarely mutually exclusive—direct instruction may be integrated with any number of other instructional approaches in a given course or lesson. For example, teachers may use direct instruction to prepare students for an activity in which the students work collaboratively on a group project with guidance and coaching from the teacher as needed (the group activity would not be considered a form of direct instruction). Key TakeawaysIn addition, the basic techniques of direct instruction not only extend beyond lecturing, presenting, or demonstrating, but many are considered to be foundational to effective teaching. For example:
DebateIn recent decades, the concept of direct instruction has taken on negative associations among some educators. Because direct instruction is often associated with traditional lecture-style teaching to classrooms full of passive students obediently sitting in desks and taking notes, it may be considered outdated, pedantic, or insufficiently considerate of student learning needs by some educators and reformers. That said, many of direct instruction’s negative connotations likely result from either a limited definition of the concept or a misunderstanding of its techniques. For example, all teachers, by necessity, use some form of direct instruction in their teaching—i.e., preparing courses and lessons, presenting and demonstrating information, and providing clear explanations and illustrations of concepts are all essential, and to some degree unavoidable, teaching activities. Negative perceptions of the practice tend to arise when teachers rely too heavily upon direct instruction, or when they fail to use alternative techniques that may be better suited to the lesson at hand or that may improve student interest, engagement, and comprehension. While a sustained forty-five-minute lecture may not be considered an effective teaching strategy by many educators, the alternative strategies they may advocate—such as personalized learning or project-based learning, to name just two options—will almost certainly require some level of direct instruction by teachers. In other words, teachers rarely use either direct instruction or some other teaching approach—in actual practice, diverse strategies are frequently blended together. For these reasons, negative perceptions of direct instruction likely result more from a widespread over-reliance on the approach, and from the tendency to view it as an either/or option, rather than from its inherent value to the instructional process. (Direct Instruction, 2013) The next section of the chapter is adapted from:McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Arlington, VA: Council for Exceptional Children & CEEDAR Center. (Public domain) High Levelage Practice #16 Use Explicit InstructionTeachers make content, skills, and concepts explicit by showing and telling students what to do or think while solving problems, enacting strategies, completing tasks, and classifying concepts. Teachers use explicit instruction when students are learning new material and complex concepts and skills. They strategically choose examples and non-examples and language to facilitate student understanding, anticipate common misconceptions, highlight essential content, and remove distracting information. They model and scaffold steps or processes needed to understand content and concepts, apply skills, and complete tasks successfully and independently. Watch video on Explicit Instruction- *start at 1:30 minutes. [Council for Exceptional Children]. (2019, April 22). HLP#16 Use Explicit Instruction. {Video file]. Retrieved from https://youtu.be/ESFVNzihOZ0 Video Transcript available at: https://highleveragepractices.org/wp-content/uploads/2018/06/Explicit_Instruction_Script-002.pdf In summary, explicit instruction is effective for most students, not only those with disabilities. This approach can be used across grade levels and content areas. Although explicit instruction can be provided by any teacher, the unique setting and needs of students being taught determines the level of intensity with which the teacher uses this practice. The difference in intensity is not merely the number of students in each class, but that instruction should be appropriately intense, matched to the unique needs of students. A trained special educator or similar specialist is responsible for ensuring data that is carefully collected and monitored drives instructional decision-making. This ensures the explicit instruction being delivered is appropriately intense, and the team is ready to make changes as needed. This next section contains excerpts from National Center on Intensive Intervention. (2016). Principles for designing intervention in mathematics. Washington, Explicit, Systematic Instruction in the context of Mathematics InstructionExplicit, systematic instruction in mathematics requires educators to clearly teach the steps involved in solving mathematical problems using a logical progression of skills (Hudson, Miller, & Butler, 2006; Montague & Dietz, 2009). Explicit instruction may take the form of teaching students how to use manipulatives, teaching specific algorithms for solving computational problems, or teaching strategies for solving more advanced mathematical concepts. Systematic instruction considers the scope and mathematical trajectories, such as the types of examples used for developing the foundational skills prior to introduction/re-teaching of grade-level material (Gersten et al., 2009; Kroesbergen & Van Luit, 2003; Maccini, Mulcahy, & Wilson, 2007). Regardless of the concept or skill being taught, explicit, systematic instruction should include the following components (Archer & Hughes, 2011; Hudson et al., 2006): 1. Advance Organizer: Providing students with an advance organizer allows them to know the specific objective of the lesson and its relevance to everyday life. 2. Assessing Background Knowledge: In assessing
background knowledge, instructors determine whether students have mastered the prerequisite skills for successful problem solving in the new concept area. If the prerequisite skills were recently covered, assessment of background knowledge should be conducted quickly. If, however, those skills were taught several weeks ago, more time may be needed to refresh students’ memories. Instructors can also determine whether students are able to generalize previously learned concepts to the new
concept. 3. Modeling: During the modeling phase, instructors “think aloud” as they model the process of working through a computation problem; read, set up, and solve a word problem; use a strategy; or demonstrate a concept. During modeling, instructors should be clear and direct in their presentation; they also should be precise and mindful in using general and mathematical vocabulary as well as in selecting numbers or examples for use during instruction. During modeling, instructors should involve students in reading the problems and should ask questions to keep students engaged in the lesson. 4. Guided Practice: During guided
practice, instructors engage all students by asking questions to guide learning and understanding as students actively participate in solving problems. During this phase, instructors prompt and scaffold student learning as necessary. Scaffolding is gradually eliminated as students demonstrate accuracy in using the material being taught. Positive and corrective feedback is provided during this phase, and instruction is adjusted to match student needs. 5. Independent Practice: After achieving a high level of mastery, students move to the independent practice phase where they autonomously demonstrate their new 6. Maintenance: Students with disabilities often have a difficult time maintaining what they have learned when the knowledge is not used on a regular basis. Instructors often want to know how much time they should spend on each phase. Although there are no specific guidelines concerning how much time should be devoted to each phase, the bulk of the instruction should occur within the guided practice phase (National Center on Intensive Intervention, 2013). Watch Videos on Direct and Explicit InstructionHow to do Direct Instruction – Teach Like This (3:40 minutes) [TeachLikeThis]. (2013, Oct. 11). How to do Direction Instruction-TeachLike This. [Video File]. Retrieved from https://youtu.be/OJJkkUPC_yM Video Key Takeaways- I do, We do, You doGoal Mastery Learning
Teaching Matters: Explicit Instruction (4:53 minutes) [eMedia Workshop]. (2012, Sep. 17). Teaching Matters Explicit Instruction. [Video File}. Retrieved from https://youtu.be/APyvwPzxZ7I The Gradual Release ModelKey Video Takeaways- Gradual ReleaseThis model focuses on the [I do-We do- You do] model and similar aspects of the Direct Instruction Method:
4. Monitoring- how will you formatively assess learning and collect data on student learning? 5. Feedback– how will you respond to student learning: move learning forward, address misconceptions, and areas of difficulty? Watch this video that models gradual release in the context of a writing lesson. (8:06 minutes). [CitizensAcademyCleve]. (2011, Dec. 5). Gradual Release (Modeled-Guided-Independent Practice). [Video File]. Retrieved from https://youtu.be/uE_KTMRwbJs Recommended ReadingCalvin, S. (n.d.) Planning and Teaching with Explicit Instruction, LD@school. Retrieved from https://www.ldatschool.ca/planning-teaching-explicit-instruction/ Direct/Explicit Instruction and Mathematics, (n.d The Access Center, Improving Outcomes for All Students K-8. Retrieved from http://165.139.150.129/intervention/math/DirecIinstruction.pdf Basic Philosophy of Direct Intruction-, The National Institute of Direct Instruction, Retrieved from https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27 Traver, Sara, Dr. (1999). A Focus on Direct Instruction. Current Practice Alerts, TeachingLD.org, Retrieved from http://s3.amazonaws.com/cmi-teaching-ld/alerts/17/uploaded_files/original_Alert2.pdf?1301001903 ReferencesDirect Instruction (12.20.13). The Glossary of Education Reform. Retrieved from https://www.edglossary.org/direct-instruction/ Graphics in this eBook are from Pixabay.com unless otherwise noted. Math Icon – Image by Dean Norris from Pixabay Class-Image by emmaws4s from Pixabay updated 9.14.2020 What are the 3 dimensions of classroom climate that research has determined are related to learning?We examine the literature and suggest that there are three differentiable components: (1) academic, referring to peda- gogical and curricular elements of the learning environment; (2) management, referring to discipline styles for maintaining order; and (3) emotional, the affective interactions within the classroom.
Which one of the following alternatives most accurately describes how synaptic pruning affects children's cognitive development?Synaptic pruning enables children to respond more efficiently to their environment. Which one of the following alternatives best describes how synaptic pruning affects children's cognitive development? The growth of a fatty sheath around axons of neurons that allows them to fire more quickly and efficiently.
Which of the following is an example of a sustaining expectation effect?What is a sustaining expectation effect example? When you have a expectation of a students but then the students exceeds those expectations but the teacher does not alter their expectations for that student, therefore the student doesn't get an unfair disadvantage.
When children are rewarded for acceptable behavior they will continue to exhibit that behavior this is an example of using?Operant conditioning is a type of learning in which rewards and punishments for behavior make that behavior more or less likely to occur in the future. B.F proposed it. Skinner believed that we tend to repeat behaviors with good consequences or stop behaviors when they lead to dire consequences (Skinner, 1938).
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