Encompasses a broad, overall approach to

instruction

A coherent theoretical rationale A point of view about what and

how students learn Required teaching behaviors that

make the model work Required classroom structures for

bringing about intended outcomes

Theoretical underpinnings Major Theorists Type of learner outcomes it

produces Syntax or overall flow of

instructional activities Learning environment

The model has a research base behind it which validates its effectiveness

It consists of a set of teaching behaviors There are a series of prescribed

classroom structures It allows for use of a common language

for decision-making

Type 1: Facts, rules and action sequences

Types 2: Concepts, patterns and abstractions

Direct Instruction Presentations Discussions

Indirect Instruction Concept Attainment Approach (examples and

non-examples) Inquiry-Based Instruction

Cooperative Learning Problem-based Learning

Direct Instruction Teacher is major

information provider (active teaching).

Mastery learning of facts, rules, and action sequences

Review-present-practice-feedback cycle

Indirect Instruction To teach concepts,

patterns, abstractions

Students are major information providers.

Teacher focuses responses, facilitates discussions, provides questions, provides examples.

Are the ways classrooms are organized around learning tasks and participation and the ways goals and rewards

are defined

Goal Structures Reward Structures Participation Structures

Competitive – when students perceive that they can achieve their goal only if others do not achieve their goals

Individualistic – when students perceive that their achievement of a goal is unrelated to achievement of the goal by other students

Cooperative – when students perceive that they can achieve their goal if the other students also achieve their goals

Competitive – when students’ efforts are rewarded in comparison with other students

Individualistic – when individual efforts are rewarded independently of the other students

Cooperative – when individual efforts help the whole group succeed

Lecture – limits student participation to listening and writing

Discussion – requires students to answer questions and to give their ideas

Listening – is expected during a lecture or discussion

Seatwork – requires students to work alone or interact one-on-one

Small-group activities – require that students talk to each other

Type of learner outcome– mastery of well-structured academic content and acquisition of all kinds of skills

Syntax – teacher-centered model with five steps

Learning environment – business-like, task-oriented and highly structured

Behavioral Theory (Pavlov, Thorndike & Skinner) – maintains that humans learn to act in response to positive and negative consequences

Social Learning Theory (Bandura) – posits that much of what humans learn come from the observation of others

Teacher Effectiveness Research (Stallings, Brophy & Good) – studies the relationship between what teachers do in the classroom and what happens to their students

Attention Initially gain students’ attention Sub-divide the task and teaching into parts

Retention Link new skills to students’ prior

knowledge Have students rehearse a new skill to

ensure long-term memory Production

Provide immediate feedback Model the correct ways to do something

Use strategies to gain students’ attention Ensure that the observation is not too

complex Link new skills to students’ prior learning Use practice to ensure long-term

retention Ensure a positive attitude toward the

new skill so students will be motivated to reproduce the behavior

Whole-class instruction Clarity of instructions and presentations High performance standards Task focused but productive environment Student initiated behavior Knowledge of results Immediate, specific praise

The learner has to pay attention to critical aspects of what is to be learned

The learner has to retain or remember the behavior

The learner must be able to reproduce or perform the behavior

Direct InstructionFeatures: Type of learner outcome– mastery of

well-structured academic content and acquisition of all kinds of skills

Syntax – teacher-centered model with five steps

Learning environment – business-like, task-oriented and highly structured

Teaching Tasks for Direct Instruction Provide objectives and establish a set by:

– Explaining the goals and objectives– Establishing a set that

• gives a purpose for and relevancy of learning • relates learning to previous learning• Involves all students and relates to their lives

Present the information and/or demonstrate/ model the process Provide guided practice by:

– Assigning short meaningful amounts– Having students practice until mastery– Using massed practice for new learning and distributed

practice for refining learning

Teaching Tasks for Direct Instruction, Check for understanding and provide feedback by:

– Providing feedback soon after practice– Making feedback specific – identifies what the learner is doing

that is helping he/she to be successful (e.g. NOT “GOOD JOB”– Keeping feedback appropriate to students’ levels– Using positive feedback on correct performance– Showing how to perform correctly when necessary– Teaching students how to judge their own performance

Provide independent practice by:

– Assigning homework that students can complete successfully– Providing feedback on all assignments in a timely manner

Conduct closure by:

– Reminding and/or have students summarize or demonstrate what they have done and why they have done it (how does this build on what we know and want to know?)

– Asking how this will connect to what they will do in the future

Syntax of a Direct Instruction Lesson Establishing the anticipatory set Giving the objective Demonstrating the skill or explaining the

knowledge Conducting guided practice Checking for understanding and

providing feedback Assigning independent or extended

practice Conducting closure

Give the objective Involve all students Relate to past learning Relate to students’ lives or

give a purpose

A process which allows the mind of the learner to summarize what has been learned

The learner does the summarizing The teacher provides the time and means

to do it

The learner summarizes orally or in writing what has been learned Skill – students list the steps Concept – students give examples

The learner performs the learning or behavior one more time Skill – students do it one more time Concept – students apply it one more time

Is used to teach facts and skills Brings together the ideas of

demonstration, practice, checking for understanding and providing feedback