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Regional System of District and School Support, Region 2

Focused Learning Through Direct Instruction Session One: Instruction That Works: A Glimpse of the Basic Components. Presented by : Doreen Fuller, Patty Garrison, Lorna Manuel Moderated by : Nancy Silva, CTAP Region 2. Regional System of District and School Support, Region 2.

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Regional System of District and School Support, Region 2

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  1. Focused Learning ThroughDirect InstructionSession One:Instruction That Works: A Glimpse of theBasic Components Presented by: Doreen Fuller, Patty Garrison, Lorna Manuel Moderated by: Nancy Silva, CTAP Region 2 Regional System of District and School Support, Region 2

  2. Direct Instruction – What Is It? A collection of instructional practices combined together to design and deliver well-crafted lessons that explicitly teach grade level content to all students. Hollingsworth and Ybarra, Explicit Direct Instruction, p. 12

  3. Direct Instruction – Why Embrace It? • Research supports that direct instruction is more effective and efficient, especially for struggling students, including those with disabilities • Students learn more when instruction is teacher centered direct instruction Chall, The Academic Challenge: What Really Works in the Classroom

  4. DI = Effective Instruction • Explicit: unambiguous and direct approach that supports or scaffolds learning • Effective: research based proven strategies • Design and Delivery Components • Efficient: maximizing learning in the shortest amount of time • Taught at grade level • Test Scores go up when students are taught grade level content. • Students perform no higher than the assignments given • Students cannot learn what they are not taught.

  5. Underlying Principles of Effective Instruction • Optimize engagement / time on task • Promote high levels of success • Increase content coverage / opportunity to learn • More student time in instructional groups • Scaffolded instruction • Address different forms of knowledge Archer and Hughes, Explicit Instruction: Effective and Efficient Teaching, p. 5

  6. DI – Lesson Design Components The logical selection and sequencing of content and breaking down the content into manageable instructional units based on students’ cognitive capability (e.g. working memory capacity, attention, and prior knowledge) Archer and Hughes, Explicit Instruction: Effective and Efficient Teaching, p. 3

  7. DI – Lesson Design Components • Learning Objective • What students will be able to do at the end of the lesson • Activate Prior Knowledge • Purposely connecting new lessons to long-term memories into working memories, building information • Concept Development • Explicitly teaching concepts in the learning objective • Lesson Importance • Teaching why the content is important

  8. DI – Lesson Design Components • Skill Development • Explicitly teaching steps or processes. How to do it. • Guided Practice • Working problems with students, checking for clear understanding • Lesson Closure • Students demonstrating what they have learned before given independent practice • Independent Practice • Having students practice what they were taught

  9. DI – Lesson Delivery Strategies Clear descriptions and demonstrations of a skill, followed by supported practice and timely feedback Archer and Hughes, Explicit Instruction: Effective and Efficient Teaching, p. 3

  10. DI – Lesson Delivery Strategies • Checking for Understanding • Students are learning while they are being taught • Explaining • Teaching by telling • Modeling • Teaching using think-alouds to reveal to students the strategic thinking required to solve a problem • Demonstrating • Teaching using physical objects to clarify the content and to support kinesthetic learning

  11. Interactive Participation What previous knowledge and/or experience do you have with the components and/or strategies used in direct instruction?

  12. References • Adams, G. L., & Engelmann, S. (1996). Research on Direct Instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement Systems. • American Federation of Teachers. (1999). Five promising remedial reading intervention programs. Washington, DC: Author. Retrieved July 2004 from http://www.aft.org/pubs-reports/downloads/teachers/remedial.pdf • Archer, A. L. and Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. New York, NY: The Guilford Press. • Borman, G. D., Hewes, G. M., Overman, L. T., & Brown, S. (2002). Comprehensive school reform and student achievement: A meta-analysis (Report No. 59). Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University. Retrieved July 2004 from http://www.csos.jhu.edu. • Carnine, D., Silbert, J., Kame'enui, E., & Tarver, S. (2004). Direct instruction reading (4th ed.). Upper Saddle River, NJ: Pearson. • Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis of meta-analysis: What works in special education. Teaching Exceptional Children, 19(6), 4-9. • Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (Eds.). (2004). Introduction to Direct Instruction. Boston, MA: Allyn and Bacon. • Science Research Associates. (2002). Reading Mastery Plus series guide, levels K-6. Columbus, OH: Author. • Tarver, S. (1999, Summer). Focusing on Direct Instruction. Current Practice Alerts; Division for Learning Disabilities and Division for Research, 2, 1-4. • Watkins, C., & Slocum, T. (2004). The components of Direct Instruction. In N. E. Marchand-Martella, T. A. Slocum, & R. C. Martella (Eds.), Introduction to Direct Instruction (pp. 28-65). Boston, MA: Allyn & Bacon. • White, W. A. T. (1988). Meta-analysis of the effects of Direct Instruction in special education. Education and Treatment of Children, 11, 364-374.

  13. Strategy: CHECKING FOR UNDERSTANDING (CFU)

  14. Checking for Understanding The teacher continually verifying that students are learning what is being taught while it is being taught

  15. Why is Checking for Understanding Important? It is real-time information and allows the teacher to pace the lesson It allows the teacher to provide examples and reteaching in direct response to students’ ability to answer questions

  16. Why is Checking for Understanding Important? It allows the teacher to confirm students can do independent practice before it is assigned It makes the classroom more interactive, improving student engagement

  17. TAPPLE Teach First Ask a question Pause Pick a volunteer Listen to the response Effective feedback (echo, elaborate, explain)

  18. Interactive Participation What are some examples of how you implement or have seen checking for understanding implemented in the classroom?

  19. Direct Instruction:The Components

  20. A Well Designed Learning Objective What is a Learning Objective? A statement that describes what students will be able to do independently at the end of a specific lesson as a result of your instruction It contains a Concept (idea), Skill (measurable), and sometimes the Context (condition)

  21. A Well Designed Learning Objective is Important 1. Learning Objectives ensure students are taught concepts and skills vs filling out worksheets 2. Learning Objectives make students more successful as the focus on concepts and skills are to ensure successful independent practice 3. Learning Objectives allow teachers to measure if students achieve the outcome of the lesson

  22. A Well Designed Learning Objective is Important 4. Learning Objectives tell students what they are expected to do 5. Standards-based Learning Objectives ensure the lesson is at grade level, which is critical for appropriate learning as well as doing well on state tests

  23. Writing Learning Objectives Select a grade-level content standard Identify all concepts and skills in the standard Deconstruct the standard into specific learning objectives Select an Independent Practice

  24. Moving to Independent PracticeStarting with End in Mind An assignment that students complete by themselves with no help from the teacher

  25. Why is Independent Practice Important? It is important to provide students with additional repetitions of the lesson’s concept and skills so they remember them transfer information into long-term memory develop fluidity and accuracy

  26. Interactive Participation Type in any questions you might have about the content presented to this point in the webinar.

  27. Activating Prior Knowledge Teachers need to know what students already know Don’t assess prior knowledge – Activate it

  28. For example: Activating prior knowledge is not asking students if they know the definitions of herbivores, carnivores, and omnivores before they have been taught. It is asking the students about something they already know (what they have eaten) that can be connected to the lesson (herbivores, carnivores, etc.).

  29. Why is Activating Prior Knowledge Important? When students learn to make connections from their experience to the objective they are learning, they have a foundation upon which they can place new facts, ideas, and concepts You facilitate the brain to integrate new information with what’s already known

  30. Activating Prior Knowledge APK should not take over five minutes. The bulk of the class time must be spent teaching students the new grade-level content (Hollingsworth, 2009).

  31. How to Activate Prior Knowledge Universal Experience A prior “life” experience Sub-skill review A prior “academic” experience

  32. Concept DevelopmentA concept is…..a set of objects or events that share common characteristics and a common name. In concept development students are taught the “big IDEA” – the generalization of the lesson objective.

  33. Why is CONCEPT DEVELOPMENT important? • Allows students to make generalizations in new situations • Allows students to internalize as opposed to learning individual examples • Allows for higher student achievement on high stake state tests “Not all terms and ideas students need to learn are EQUAL. Some ideas rise to the level of CENTRAL CONCEPTS that serve as bedrocks for future teaching and learning. When students have only a hazy understanding like culture or civilization in social studies, polynomials in pre-algebra, or even alive in primary-grade science, much of their future learning, which rests on key concepts like these, will be hampered by that initial lack of definitional clarity.” - Silver, Strong, & Perini (2007), The Strategic Teacher

  34. Concept should include: • A Bulletproof Definition • Attributes or Characteristics • Examples • Non-examples (whenever possible)

  35. Example: Totalitarianism • Bulletproof Definition: Totalitarianism -absolute control by the state or a governing branch of a highly centralized institution. • Examples: Hitler’s command of Germany during WWII • Non-examples: Franklin D. Roosevelt and the United States during WWII

  36. Processing Time Think of an example of a key concepts you may have taught or will soon teach. What examples and non-examples could you present to students to help them understand the concept?

  37. Concept Attainment “… is designed to lead students to a concept by asking them to compare and contrast examples (called exemplars) that contain characteristics (called attributes) of the concept with examples that do not contain those attributes. - Joyce & Weil, Models of Teaching (sited inThe Art and Science of Teachingby Marzano)

  38. Importance:teaching and convincing students that today’s content is important to know. Knowing the importance increases: Student Motivation Student Engagement Student Understanding

  39. Include different types of reasons for Lesson Importance:Personal – connect to student lives Academic – connect to school Real Life – connect to certain occupations or societal issuesAllow students to state their own reasons.

  40. Example • Why is it important to know how to use density? Different substances have different densities, so knowing the density of a substance helps determine its identity. For example, if I am trying to figure out if my earrings are made out of gold. I can determine the mass and volume of the earrings and find out its density. If the density is 19.3 g/cm3, then they are made out of gold.

  41. Skill Development“I Do” During skill development students are taught the declarative (facts and information) or procedural knowledge (how to do something) as it relates to the concept.

  42. Guided and Independent Practice “We Do” Students perform the learned skills with teacher guidance through each step to verify they’re doing it correctly. Teacher and student are working on the “same step” at the “same time”.

  43. Why is Guided Practice Important? Students are doing their initial practice under direct teacher supervision. Misconceptions and errors can be quickly corrected and reteaching can occur.

  44. Interactive Participation What is another reason Guided Practice is a critical component of instruction?

  45. “We Do” leads to gradual release to “You Do” (Independent Practice)

  46. Closure Final Checking for Understanding before students are given Independent Work

  47. Closure is important….. • Answers three questions: 1. Which students have reached the objective and are ready to move on and practice independently? 2. Is more guided practice, or reteaching, necessary to some students? 3. Should the lesson strategy be altered, or can the teacher move on to another activity?

  48. During Closure the teacher should check to see ifstudents can:- correctly describe the concept- tell you why it is important to learn the information- successfully execute the skill.

  49. Review of Direct Instruction Components • Learning Objective and Independent Practice • Checking for Understanding • Activating Prior Knowledge • Concept Development • Lesson Importance • Skill Development • Guided Practice and Independent Practice • Closure

  50. Two Stars and a Wish • What are TWO new learnings you experienced during today’s webinar? What is ONE idea you would like to learn more about?

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