Get Started. It's Free
or sign up with your email address

1. Terrence Thatcher

1.1. 3rd grade

1.1.1. new at Lockborne's Elementary

1.2. ELLs focus

1.2.1. "emancipate from poverty" -- technology

1.3. Excited about mind-mapping software

1.3.1. Heidi, technology coach

1.3.2. Suggests direct instruction first start with what you know learn with students on new technology

1.4. at first, thinks direct instruction is outdated

2. Definition and Explanation

2.1. foundational skills

2.1.1. teachers: large impact on students

2.1.2. students: clear goals supportive structure timely feedback

2.2. Teacher directed (expert)

2.2.1. "I do, we do, you do..."

2.2.2. students listen, learn, and practice

2.2.3. "how to..." format

2.3. Specific uses

2.3.1. procedures / procedural knowledge

2.3.2. facts and concepts

2.4. Steps

2.4.1. Introduce new content / concepts

2.4.2. Provides guided and independent practice

2.4.3. Not just lecture

2.5. Direct Instruction Model, not the same as Direct Instruction Method (scripted curriculum)

2.6. B.F. Skinner's operant conditioning (basis)

3. feedback as a form of formative assessment

4. This is what gives DI Model a bad rap

5. When and When Not to Use

5.1. Procedural Knowledge

5.1.1. Concepts (mental constructs) concrete, simple, visible attributes widely recognized / critical attributes

5.2. Introducing new Topics

5.2.1. vocabulary, skills, processes, techniques

5.2.2. generate interest in topic, learning goals

5.2.3. reinforce knowledge and skills reteach review

6. Relate to pre-assessment findings/ build foundation

7. Specific Steps for Direct Instruction

7.1. Introduction

7.1.1. objectives/learning goals

7.1.2. rationale/purpose for learning

7.1.3. Similar to AVID Essential Questions -- helps learners focus on specific expectations

7.2. Presentation

7.2.1. demonstration

7.2.2. think-aloud (explicit mental activity of teacher)

7.2.3. other ways not listed in text could include: Jigsaw groups Expert collaboration Power point or Prezi

7.3. Guided Practice

7.3.1. additional scenario(s)

7.3.2. students work along with teacher can use a document camera for this (ex: Schaeffer color-writing for essays)

7.3.3. think aloud or mnemonic devices

7.3.4. provide corrective feedback

7.3.5. should not be graded; students practice without risk of penalty

7.4. Independent Practice

7.4.1. activities should be similar to the ones practiced with the teacher, initially

7.4.2. eventually support can be withdrawn and activities can become more challenging student progress can inform future lesson design

8. Example Scenarios

8.1. Kindergarten -- jumping jacks

8.2. 6th grade Science, butterfly project

8.3. 9th grade Algebra, math functions; PEMDAS

8.4. various technologies used in all 3

9. Planning for Teaching

9.1. make sure what students are learning (factual, conceptual, procedural) has clearly defined steps or attributes

9.2. have clear goals and expectations

9.2.1. using EQs can help

9.2.2. make sure students know clear objectives

9.3. review knowledge and skills in advance

9.3.1. teacher can find potential areas of concern

9.3.2. teacher can pick the best problems for students to work through in gaining the skill

9.4. select best examples

10. Differentiating Instruction

10.1. creating differentiated experiences or access to the content

10.1.1. students could watch a video after a live presentation if they need more support

10.1.2. flipped instruction?

10.1.3. animated or simulated instruction

10.2. Process

10.2.1. student groupings

10.2.2. choice of practice examples

10.2.3. partner work; peer to peer support

10.2.4. varied graphic organizers

10.3. Product

10.3.1. varied ways of demonstrating mastery

11. Benefits

11.1. critical development of thinking skills

11.2. create confident independent workers

11.3. strengthens autonomous learning

11.4. gain understanding of self

12. Value of Adding Technology