Direct Instruction

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

Teaching is not merely about methods used and material presented in the classroom, but about shaping students’ lives to help them construct a firm foundation for a successful future. I desire to teach my students basic life skills as well as challenge them to set and reach their highest goals.

This paper explores published articles that report on results from research conducted on direct-instruction model and lecture-instruction model. The articles, however, vary in their definitions and uses. Lindsey (2014) suggest that Direct-Instruction works, providing rapid gains, gains that persist, gains that increase self-esteem because children have real skills they can be proud of. Lindseys statement, merely hits the surface of Direct-Instruction since it is best for learning specific concepts and/or skills. When delivering direct-instruction the instructor must have sound knowledge and skill that is logically organized and it is ideal that the learners already poses the prerequisite knowledge for this instruction to be most successful. This paper examines Peterson, Schwerdt and Wuppermann (2011) research in relation to three other research articles to suggest that both direct and lecture instruction models should be studied in order to determine different approaches with the two and which works better for the learners. Other articles look at this instruction model differently and, therefore, offer different results.

This is representative of the Learner-Centered ideology, which I plan on using in my classroom as a source of inspiration for my students with exceptional needs. These students need the individual focus that this ideology outlines. The exceptionalities that my students possess require some extra thought and care in terms of instruction, evaluation, and expectations. For these students, education is all about the journey, and not necessarily the destination. There may be a concrete goal in place, but these students are also capable of growing and succeeding just as other students without

Famous Author, Agatha Christie once said, “I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas” (Great Educational Quotes). This is a common assumption of many; moreover, teachers should be aware and guard-against the concept of “spoon-feeding” information to students. Although I did not realize it at the time, many of my high school teachers participated in this task. Of course, no students would complain; however, it absolutely did not benefit them in their future educational journeys. Additionally, it is possible for this type of teaching to be evident in elementary and middle school classrooms as well. While spending time at Concrete Primary School to gain field experience, I was able to observe and practice many different teaching techniques which led me to develop my philosophy of education.

The question of how students learn best has fueled a controversial debate within the field of educational psychology and instructional design. There is limited consensus as to which type of instructional technique best supports conceptual learning. Instructional techniques cover a wide spectrum of guidance that ranges from direct instruction, which often encompasses the use of lectures and worked examples, to pure discovery learning which includes little to no teacher guidance at its most extreme interpretation. Research on cognitive load theory and motivational strategies have both touted the benefits and criticized elements of both these instructional techniques (Hiebert, Carpenter, Fennema, Fuson, Human, & Murray, 1996; Kirschner,

Education is a process of transferring knowledge, habits or skills from one person to another by a practice of well-informed systematic instruction. Any kind of experience that has a formative effect on the way a person thinks, feels or acts may be considered as educational. Today we live in a world that is constantly changing, with an increasingly diverse and globalized media-driven society, so it is important now more than ever for educators to properly prepare students to handle such changes. 21st century learning is drastically different from traditional learning where, rather than classrooms being teacher-centered, students are encouraged to take on a more self-directed approach to learning and gaining new skills. Knowledge is no longer about the memorization of details and facts, but is more geared

Explicit instruction refers to task-specific, teacher-led instruction that overtly demonstrates how to complete a task and can be used to teach students both basic and higher-order reading skills. Elements of explicit teaching include setting and articulating learning goals, illustrating or modeling how to complete a task, and assessing student understanding and ability to complete the task independently. The routines and consistent language used in explicit teaching provide ELLs clear, specific, and easy-to-follow procedures as they learn not only a new skill or strategy but also the language associated with it. Explicit skill instruction has been shown to be effective with ELLs who are in the beginning stages of learning to decode English

In Part Two: The Response the authors share some of the best leadership advice in the book the process and mindset to solve adaptive problems. The first section “Get on the Balcony” requires the leader to gain perspective on the problem and to take an objective look at the mess. The development of a new instruction was a technical challenge that required a coordinated effort to develop. Technical feedback sessions were held and employee buy-in was earned through the incorporation of employee effort and feedback into the final instruction. But the adaptive challenge was the rapid adoption of new and revised policy to correct the engineering culture that prioritized completing tasks quickly over technical accuracy and documentation

Obtaining an education throughout life is vital for not only personal success, but also for success in our society and in our country. Education even goes beyond the classroom, and it is important for every student to gain knowledge about life. In my future classroom, I plan to focus on individual student education by promoting positive learning, demonstrating enthusiasm, and helping the students to develop lifelong skills to form relationships.

For years in the field of education, there has been a debate about what method of instruction teachers should use to maximize student performance and achievement. Two of the most commonly debated method of teaching are direct instruction, which falls under the

As a teacher, especially a math teacher, one has to be capable of teaching the material from many different aspects since all students learn differently. According to “Three Teaching Strategies” on IrisPeabody, a first common way of teaching is explicit instructruction. This type of instruction, also known as direct instruction, teaches a certain skill in a highly structured environment.

I questioned if my approach to teaching were consistent with the core elements of DI. A reflection of my approach to teaching this course serves to model an essential teaching practice and highlights instructional choices that could have constrained particular students' learning.

Living, Learning, and Believing are the core concepts given to live a long and productive life. Without each one of these components it is said that life is not being lived. As a child in a new, bigger, and brighter world, which offers them the opportunity to live and learn . It is it their daily interactions with things unknown. It is the child’s curiosity of the unknown along with their human instincts that empowers their cognitive abilities to learn. Their lifelong learning process is ignited naturally by both instinct and learned criteria. A child’s daily interaction is the best education for them. Learning the differences between hot and cold; wet and dry are just a few natural learning processes that a child performs. But, as a child grows and becomes of school age there are other processes of education that a child must obtain. The natural learning process must be ignited by both life and education. As the child starts to attend school and learn basic concepts; it is their everyday interaction with the educator that allows them understand the concepts taught . But is this enough, is learning the basic concepts for every grade enough? It is the educator’s job to provide students with lifelong learning processes that will be nurtured through life. After all “Education is not the filling of a pail, but the lighting of a fire.” Wiliam Butler Yeats; we must ignite the flame within each child that encourages and persuades lifelong

At the University of Illinois in the 1960 's Siegfried Engelmann and Wesley Becker were two of the main teachers to research and report data with respect to direct instruction (Heward, 2000). Heward (2000) mentions two noteworthy principles underlie direct instruction: (1) more teaching in less time and (2) control the points of interest of the educational programs. Tomlinson (2003) found that in today 's instructive framework there is an emphasis on heterogeneity and specialized curriculum consideration, combined with an expansion in social and cultural qualities in the classrooms which makes the test of serving scholastically assorted learners in normal classrooms appear an unavoidable part of the educator 's part. With this weight put upon educators to guarantee the instruction of all students, comes a need to differentiate how the curriculum is taught (Tomlinson