Direct Instruction

1. Key Researchers

1.1. William Huitt

1.2. David Monetti

1.3. John Hummel

2. Often produces highest student scores (Rosenshine, 1995)

3. Reigeluth's (1999) position: Instructional-event theories

3.1. Improve student learning

3.2. Inform practitioner methods to employ

3.3. Improve likelihood that desired outcomes will occur

4. Monitoring & Feedback

4.1. Cues & Prompts - hint important information called Zone of Proximal Development (ZPD) (Vygotsky, 1978)

4.1.1. Good point

4.2. Corrective Feedback - reinforcement for both correct and incorrect responses

5. (JOHNSON, T., 2013)

6. Criterion to evaluate (Reigeluth, 1999)

6.1. Effectiveness

6.2. Efficiency

6.3. Appeal

7. Presentation

7.1. Overview

7.1.1. Review - previous material or prerequisite skill

7.1.2. What - knowledge or skill

7.1.3. Why - objectives are important

7.1.4. Explanation - of knowledge or skill to be learned

7.1.5. Probe & Respond - multiple opportunities for students

7.2. How about cognitive load?

8. Practice

8.1. Guided Practice - teacher supervises

8.2. Independent Practice

8.3. Periodic Review - use previous skills and content

9. Assessment & Evaluation

9.1. Formative - leading up to the summative

9.2. Summative - usually tests or projects

10. Students come with (Carroll, 1963; Bloom, 1976)

10.1. Prerequisite skills

10.2. Capacities to learn

10.3. What if they don't have the prerequisite skills?