Direct Instruction Models And Lecture Instruction Model

Research has provided many strategies for effective classroom instruction and lesson organization. Throughout my lesson, I used direct/ explicit instruction model that I have learned from different education courses and readings to serve as a model for my instruction. Rosenshine

Differentiated instruction in a type of teaching approach in which the teacher makes changes to lesson plans or unit curriculum so that students of all levels achieve the same level of learning. The whole lesson might not have to be changed, usually they just will make changes to the content, process or product of a given lesson.

The explicit learning model is how I remember school being in almost every class. The teacher had a pre-determined goal that the students were to reach in a set way. The route of how the students learned the information was basically the same. In a classroom with explicit instruction the teacher has a very clear objective and lesson plan. The teacher teaches to meet that goal not necessarily allowing the students to deviate from the goal or the path to get there. The education is very much teacher-directed. As a student this is how I remember all of my classes. When I became a Freshman I was able to take biology, I was extremely disappointed when we read from the textbook day after day. I desired a hands on classroom with much less note taking and more exploration. In some instruction this can be very important. A kindergarten teacher has to ensure that the class all learns that the alphabet has a correct order. They have to learn that the symbol represents a letter and a sound. This will all build up to teaching that the letters when combined create words. Explicit teaching style believes that students use their internal understanding to comprehend external information where as constructivist is reversed.

Without direct instruction, students cannot learn on their own. They need to be taught how to do certain things to be able to be productive in life. They need to learn how to follow direction to be able to get to the correct answer with understanding.

Experts and consultants admit that the research on differentiated instruction is limited; however, solid research does corroborate a number of practices that provide a foundation for differentiated instruction. These practices include using effective

A final way differentiated instruction prepares students from the 21st century workplace is through direct instruction. Whether students go to college or enter the workforce, students will be required to receive information directly from one, or many, people and think critically about it. Whether it is sitting through a lecture in college, or a meeting at work, students will need to have the ability to take in information verbally and apply it to their area of study or expertise. In my classroom, I try to begin a lesson and end a lesson with some form of short discussion or lecture. I believe that it helps to either set up, or bring closure to, the information we are covering. For example, at the beginning a lesson this week I spoke for about fifteen minutes introducing the struggle for equality that African-Americans faced in the early 1900s. This short lecture helped lay the groundwork for the next two days and assisted in giving my students context for the upcoming hybrid stations.

This paper will briefly describe the targeted instructional setting that is the foundation for the discussion that follows. Then this paper will present the implications of several theories of cognitive development on the curriculum and instructional strategies used within the targeted instructional setting. These include the cognitive development theories of Jean Piaget and Lev Vygotsky, among others. Based on these theories, two recommended adjustments to the curriculum content for the targeted instructional setting will be presented along with a justification for the recommendations. This is followed by a recommendation of two instructional strategies for the targeted instructional setting and a justification for the recommendation.

Psychology of learning for instruction (2nd ed.). Boston: Allyn and Bacon. Retrieved June 6, 2010 from

The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or

Three main theories of education exist: behavioral, constructivist, and cognitive. I find myself ideologically aligned most closely with the constructivist approach, yet for reasons to be explored later in this document, find the theory one that can only offer guidance for my actions as a teacher a portion of the time I am working with students. Constructivism means students don’t just absorb information and understand

Neely, L., Rispoli, M., Camargo, S., Davis, H., & Boles, M. (2013). The effect of instructional

It is argued that there are 4 elements critical to the effectiveness of the instructional process: 1. the learner, 2. the teacher, 3. the home, and 4. the academic programs and the physical facilities at the school. These are interdependent and interactive and must function in unison for effective teaching to take place. The teacher's primary responsibility is to help

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.

Explicit instruction is important in connecting to prior knowledge and skills when beginning a learning sequence (Australian Curriculum and Reporting Authority, 2016). It helps to lay the foundational areas of reading and literacy as a whole in the early years of schooling. Effective reading instruction builds on what children already know, how students learn and on what degree of support they need to become successful in reading/learn and apply new information (Archer, 2011, p.18). Here the idea of scaffolding is evident where “the support provided by the teacher (or another student)…bridge(s) the gap between their current abilities and the intended goal” (Rupley, Blair and Nichols, 2009, p.129). It is important for students who are learning something new, to have the opportunity to have it explained, the opportunity to apply that information guided by their teachers and the opportunity to apply it independently (Archer, 2011). Through an explicit approach the responsibility for learning shifts from teacher to student as they gain confidence and competence with reading. Reading is not an automatic process and must be taught, “explicitly, systematically, early and well” (National Inquiry into the Teaching of Literacy, 2005, as cited in Hempenstall, 2016,p.5). Building on this, it is not enough for explicit instruction to be effective; it must also be efficient so that students can meet outcomes as soon as possible and are given the opportunity to apply it. This highlights

There are various instructional approaches but one that is widely employed by many teachers is the direct instruction approach. This is the classic teaching style that many people remember during K-12 grade school. The teacher would stand in front of the class lecturing while writing on the black board. That is why direct instruction is also known as “Chalk and Talk” (Evans, 2006). Direct instruction is not out of date and is still appropriate in many situations today. The following will discuss direct instruction and a few scenarios in which this teaching approach is appropriate.