Classroom Instruction

1. Classroom Instruction ...Name and define the specific events of instruction that would be included in your model of direct instruction and give an example of a teacher behavior and a student behavior for each event. Developed by W. Huitt (1998)

2. Using this criteria as the desired student outcome, one set of models, labeled direct or explicit instruction (Rosenshine, 1995), has developed overwhelming research support in the past 25 years. Rosenshine, B. (1995). Advances in research on instruction. The Journal of Educational Research, 88(5), 262-268. Direct Instruction In the U. S. the most often used measures of student learning are scores on standardized tests of basic skills.

3. Direct Instruction Rosenshine’s model of direct instruction includes seven events (specific teacher or student activities): 1. Provide overview. 2. Review, checking previous day's work. 3. Present new content & skills. 4. Initial student practice, checking for understanding, feedback & correctives. 5. Independent practice. 6. Frequent tests. 7. Homework; weekly and monthly reviews.

4. Direct Instruction These are very similar to the events suggested by Slavin (1994): Slavin, R. (1994). Educational psychology (5th ed.). Boston: Allyn & Bacon. 1. State learning objective and orient students. 2. Review prerequisites. 3. Present new material. 4. Conduct learning probes. 5. Provide independent practice. 6. Assess performance and provide feedback. 7. Provide distributed practice and review.

5. It should be noted that both Rosenshine and Slavin, as well as other researchers such as Gagne and Briggs (1979), Good and Grouws (1979), and Hunter (1982) have looked at the same research literature and generated comparable, but different, models of direct instruction. Gagne, R., & Briggs, L. (1979). Principles of instructional design (2nd ed.). New York: Holt, Rinehart, & Winston. Good, T., & Grouws, D. (1979). The Missouri Mathematics Effectiveness Project: An experimental study in fourth-grade classrooms. Journal of Educational Psychology, 71, 355-362. Hunter, M. (1982). Mastery teaching. El Sequndo, CA: TIP Publications. Direct Instruction

6. The Transactional Model of Direct instruction, an adaptation of a model developed by Caldwell, Huitt & French (1981), focuses additionally on the interactions of teachers and students at each event of instruction. Caldwell, J., Huitt, W., & French, V. (1981). Research-based classroom modifications for improving student engaged time. In D. Helms, A. Graeber, J. Caldwell, & W. Huitt (Eds.). Leader's guide for student engaged time. Philadelphia: Research for Better Schools, Inc. Direct Instruction However, all of these models have a common viewpoint that the teacher should be the focus of the process of instruction.

7. A Transactional Model of Direct Instruction The transactional model includes four major categories of instructional events: • Presentation • Practice • Assessment & Evaluation • Monitoring & Feedback

8. A Transactional Model of Direct Instruction Each category includes specific events of instruction that incorporates both a teacher behavior and a student behavior for that event.

9. A Transactional Model of Direct Instruction Presentation includes five events, three of which are considered together in a subcategory labeled “Overview.” • Overview • Review • What • Why • Explanation • Demonstration

10. Direct Instruction: Presentation Overview: Review Provides an opportunity for students to recall &/or examine what they have already learned in preparation for current lesson Teacher Focus on prerequisite skills and concepts; check homework; link the lesson to previous ones; review the previous lesson Student

11. Direct Instruction: Presentation Overview: What Presents the specific concept(s) and skill(s) to be learned Teacher Read a stated objective for the lesson; hear what the topic of the lesson is; see what they will be able to do at the end of a lesson Student

12. Direct Instruction: Presentation Overview: Why States a reason or a need for learning the skill(s) or concept(s) Teacher See how the lesson is related to the real world; relate the lesson to their own interests; discuss how the skill or concept can be applied to other subject areas Student

13. Direct Instruction: Presentation Explanation Develops or explains the concepts and skills to be learned Teacher Hear an explanation; use manipulative materials; have class discussions; watch videos; read explanations in textbooks; interact with computer Student

14. Direct Instruction: Presentation Demonstration Probes students as to their initial understanding of concepts and skills Teacher Answer teacher questions; verbalize understandings; model demonstrated processes; generate examples and non-examples of a concept Student

15. Direct Instruction: Practice Practice includes three events: • Guided Practice • Independent Practice • Periodic Review

16. Direct Instruction: Practice Guided Practice Closely supervises the students as they begin to develop increased proficiency by completing one or two short tasks at a time Teacher Read a paragraph aloud; complete one or two math problems; complete an activity on the board, while others do the same activity at their seats Student

17. Direct Instruction: Practice Independent Practice Allows students to work with little or no teacher interaction Teacher Complete seatwork assignments; complete homework assignments; play games related to specific skills or concepts Student

18. Direct Instruction: Practice Periodic Review Provides students opportunity to have distributed practice on previously covered content and skills Teacher Demonstrate retention of previously learned concepts and skills Student

19. Direct Instruction: Assessment & Evaluation Assessment and evaluation includes two events: • Daily success • Mastery

20. Direct Instruction: Assessment & Evaluation Daily Success Checks students work each day and offers corrective instruction as necessary Teacher Complete independent work at or above a given level of proficiency Student

21. Direct Instruction: Assessment & Evaluation Mastery Checks students work at the end of each unit of instruction Teacher Demonstrate knowledge and application of concepts and skills at or above a given level of proficiency Student

22. Direct Instruction: Monitoring & Feedback Monitoring and feedback also includes two events: • Cues and prompts • Corrective feedback

23. Direct Instruction: Monitoring & Feedback Cues & Prompts Provides students with signals and reminders designed to sustain the learning activity and to hold students accountable Teacher Attend to signals and/or reminders continue working on assigned activity Student

24. Direct Instruction: Monitoring & Feedback Corrective Feedback Tells students whether their answers are correct or incorrect and why Teacher Read correct answers aloud; write correct solutions to math problems on board; support answers to reading comprehension questions by reading aloud from the text Student

25. Direct Instruction In general, all direct instruction models have the following common principles: • More teacher-directed instruction (> 50%) and less seatwork (< 50%) • Active presentation of information (could be by teacher, computer, another student) • Clear organization of presentation • Step-by-step progression from subtopic to subtopic (based on task analysis)

26. Direct Instruction In general, all direct instruction models have the following common principles: • Use many examples, visual prompts, and demonstrations. • Constant assessment of student understanding (before, during and after the lesson). • Alter pace of instruction based on assessment of student understanding • Effective use of time and maintaining students' attention