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Direct Instruction Matrix

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122 views

Direct Instruction Matrix

Uploaded by

api-238292382
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Hierarchic: 4 Main Ideas

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2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, !rth"!rt, AL www#MakesSenseStrategies#$!%

Name:

Jerika Mofield
Is about

Date:

11/5/2013

Direct Instruction
Main idea Main idea

Is a model that uses teacher demonstration and explanation combined with student practice and feedback to help learners acquire well-defined knowledge and skills needed for later learning.
Main idea Main idea

Planning

Implementing

Assessment

Motivation

1) Identify a topic- This model is best suited for teaching procedural skills. A procedural skill has a specific set of identifiable operations or procedures, can be illustrated with a large and varied amount of examples, and is developed through practice. 2) Specify learning objectivesSome objectives should be conceptual knowledge, but we also want objectives like automaticity (to be able to perform a skill without thinking about it) and transfer (apply knowledge acquired in one context to a new context). 3) Prepare examples and problemsExamples help students initially learn the skill and problems are used for practicing the skill.

1) Introduction and Review- The teacher introduces the lesson and reviews prior understanding. This phase attracts student attention and sees if they have the prior knowledge needed to perform the skill. 2) Presentation- The new skill is presented, explained, and illustrated with high-quality examples. Teacher makes sure students have a thorough understanding of the skill. 3) Guided Practice- Students practice the skill under the teachers guidance. Teacher needs to carefully monitor their attempts and provide support and feedback. 4) Independent Practice- Students practice the skill on their own. This is where students develop automaticity and transfer of the skill.

* Teachers have students solve problems that require them to apply the skills they have acquired. *NOTE: Teachers need to be careful to avoid wording in problems used for assessments that is too similar to the wording used during learning activities. This is so that students do not correctly solve the assessment problems just based off previously worded problems. * Assessments need to demonstrate genuine understanding of the skill as opposed to memorization of a set of procedures.

* It promotes students success by capitalizing on the motivating effects of challenge in problem solving. * The model needs a high level of student involvement to be successful. Students are more motivated to learn when they are involved. * This model is particularly effective in teaching students of diverse backgrounds because of its structure and opportunities for interaction.

So what? What is important to understand about this?

This model is important because it helps students to learn and practice procedural skills needed for later learning. It also increases motivation to learn through student involvement and the challenge of problem solving.

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