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![](3D"master03_image002.jpg")
Direct Instruction
Planning to Teach
![](3D"slide0002_image004.jpg")
Basics of Direct Instruction
•A method of classroom management that=
includes.
. .
1.Review of material&=
#13;
2.Briskly paced
presentation of new material
3.Guided practice
=
;
4.Independent practic=
e
Step 1
•Know what you’re teaching
•
1.What should studen=
ts
know at the end of the year?
2.What is important
information and what is pet information?
3.Which information is
removable?
•
Step 2
•Begin Class promptly
•
1.Any delay in begin=
ning
class will result in a significant
loss of teaching time. (Beginning class five minutes late o=
ften
results in losing 10 or more minutes of teaching time.)
2.Beginning class on =
time
sends a non-verbal cue to students that your teaching is important.
Step 3
Clearly c=
over
the objectives of the lesson.
1.Students
internalize information much better if they have a mental con=
text
in which to place their knowledge.
2.Don’t
leave students hanging until the end of class before they fully
understand what you’re trying to teach. . . You’re
likely to lose them very quickly if they don’t know why <=
/span>your
teaching what your teaching.
Step 4
•Give background information
•
1.The more students k=
now
about a subject the better they are able to internalize =
new information.
Step 5A
•Teach the lesson briskly . . .
•
1.The quick pace does
not allow students down time when they might lose focus.
=
2.
2.Students are capab=
le
of processing more information than is believed.=
Step 5B
•Teach the lesson in small bits. . .
•
1.Building with small
bits of information makes it easier for students to internaliz=
e information.
2.Build fact upon fa=
ct
to build larger concepts and to eventually reinforce the
objectives.
=
3.
•
Step 5C
•Constantly check for understanding. . .
•
1.If students have n=
ot
gained the necessary knowledge, go back and re-teach.
=
;
2.DO NOT proceed with
material until students understand the material. Every <=
span
style=3D'position:absolute;top:67.5%;left:16.85%;width:77.34%;height:6.0%'=
>class
is different so checking for understanding is vitally important to
properly pacing lessons.
=
3.
Step 5D
•Use examples, analogies, stories, and=
demonstrations
to teach lesson.
•
1.The more
illustrations, examples, and analogies given the better students =
will
be able to analyze new material properly.
2.Demonstrations cre=
ate
interest in students. The higher the interest level of a
student the quicker he will learn new material.
<=
/div>
=
3.
Step 6
•Allow Stu=
dents
to practice what they learned.
1.Younger
students should be guided through practice at first.
2.The
teacher should check individual work to make sure students fully
understood the material.
3.If
too many students are struggling with the practice, the teacher will
need to re-teach the material.
Step 7
•Constant Review.
•
1.Review information
before beginning the next lesson. (The cycle begins
again.)
2.Review vital
information the next . . .
•Week, Month, Quarter,
Semester
3.Review of this natu=
re
allows information to become part of the student’s l=
ong
term memory.
Step 8
Reduce
interruptions
1.Interruptions
cause teacher/students to lose focus which can be difficu=
lt
to regain.
<=
span
style=3D'mso-special-format:"numbullet3\,1";position:absolute;left:-7.5%'>=
2.Interruptions
include
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-6.9%'>•students
asking off-topic questions
<=
span
style=3D'mso-special-format:bullet;position:absolute;left:-6.9%'>•Noise-distractions
•Other
students entering room to make announcements.
Exceptions
Direct
instruction is not the only method worth using.
<=
span
style=3D'mso-special-format:"numbullet3\,1";position:absolute;left:-7.5%'>=
1.Discovery
<=
span
style=3D'mso-special-format:"numbullet3\,1";position:absolute;left:-7.5%'>=
2.Small-group
discussion
<=
span
style=3D'mso-special-format:"numbullet3\,1";position:absolute;left:-7.5%'>=
3.Audio-visual
<=
span
style=3D'mso-special-format:"numbullet3\,1";position:absolute;left:-7.5%'>=
4.Etc.
<=
span
style=3D'visibility:hidden'>1.
=
Use these=
other
methods when appropriate.