A difference exists between what child can do on her own and what the child can do with help. Vygotskians call this difference the zone of proximal development.

Automaticity = something done unconsciously or from force of habit; mechanical: an automatic application of the brakes.

Behavioral Model/Direct Instruction Strategy in Elementary School Methods of Teaching Dr. Ludmilla Smirnova 1

2 Teach = Fill their empty heads. Which of the four Instructional Approaches does this picture represent? Why? Assess = See what’s inside

3 Advanced Organizer Behavioral Model/Direct Instruction Strategy Theoretical Foundations of Behavioral Model/DI. Principles and Characteristics of DI DI Lesson Plan Structure/ MSMC LP design Rubric Methods of DI

Families of Methods What are the 4 Models of Instruction? Each Model possesses theoretical foundations that explain why certain goals can be achieved that particular way and it provides the framework of how each model works. (Joice and Weil, 1997) We will explore why the DI strategy is the way it is. 4

A Contradiction? Based upon Experience and Research Findings: Direct Instruction is the most popular and widely used instructional strategy. However, the research concludes that No single approach is most appropriate for ALL students. And clearly no single approach is appropriate for all lessons. Before asking why the reliance on DI, let’s review what DI is. 5

Theoretical Foundations of DI Behaviorist Theory Behavioral aspects of Information Processing Theory (Gagne`) Teacher-effectiveness research (E. Engelmann, B. Rosenshine, M. Hunter) Observational learning and modeling (Albert Bandura) The role of ZPD in learning, (Lev Vygotsky) 6

Behaviorist Approach Focuses on observable and specific behavior. It emphasizes the learning of discrete items of information through practice and reinforcement, rote learning, and memorization. The goal of DI instruction is to increase the number or strength of correct responses. The teacher reinforces the desirable responses and punishes the undesirable ones. Learners are passive recipients of stimuli from the environment. 7

Information Processing Theory (Behavioral aspects) forgotten forgotten REPETITION Attention

Teacher Effectiveness With DI goals are clearly stated to students; time allocated for instruction is sufficient and continuous; coverage of content is extensive; the performance of students is monitored and feedback to students is immediate and academically oriented. Engelmann S., 1961, Rosenshine B., Hunter M., 1987 9

Observational learning Describes changes in behavior, thinking, or emotions that result from observing the behavior of another person. Albert Bandura’s work shows that modeling explains how people learn by imitating behaviors they observe in others. 10

Learning in the Zone of Proximate Development (Vygotsky) Scaffolding: “Teaching should be one step ahead of student’s learning.” How teachers do it: Break complex skills into sub-skills; Bridge new knowledge to the prior learning and “funds of knowledge;” Ask frequent questions and adjust their difficulty; Present lots of examples; Model; Provide prompts and cues; lots of repetition and practice to achieve AUTOMATICITY (over-learning ). 11

Stop and Ponder Define DI the way you understand it. Use your Graphic organizers. Exchange your own definitions of DI with your partner. Combine with another pair and discuss each DI definition. Develop a composite definition of DI combining ideas shared. Report to the rest of the class. 12

To sum Up: Direct Instruction is a teacher-centered strategy that Utilizes teacher explanation and modeling, Combined with student practice and feedback ; Aims at teaching basic concepts and skills With a lot of drill and practice, repetition to reach automaticity. 13

Principles and Characteristics of Direct Instruction Take a minute to formulate and report to the rest of the class what principles and characteristics of the DI strategy are. Name & insert the principles and characteristics of DI in the graphic organizer grid hand out. 14

Principles of DI Present a limited amount of Information in chunks ( ~ every 10 min) Transfer from STM to LTM through Use Student Prior knowledge Focus on Practice, Repetition Reach over-learning=automaticity 15

Basic Characteristics of DI: Academic Focus - Content driven - Deductive/Decontextualized; Whole Class Delivery; Constant monitoring to Check for Understanding (CFU); Controlled Classroom Practice Teacher-centered/ Transmission of Information one way – from Teacher to students. 16

Advantages of Direct Instruction Guarantees specific Learning outcomes Uses time effectively Easily measures Easy to implement/ Automate Disadvantages Low Transfer rate Problem solving skills not developed Irrelevant/Unmotivated Disregards cooperation 17

While designing and presenting the DI lesson you Teach Directly What does it mean to TEACH directly? Name what methods help you do this – teach directly. What are the elements of DI LP? 18

The Elements of the Direct Instruction Lesson: INTRODUCTION: Anticipatory Set/ Grabber/Hook/ Sponge: Gain students’ attention, Focus on the new learning, or Review what has been learned Inform students what is going to be learned and Motivate by explaining why it is important to study it. Provide a transition to the next part of the lesson 19

The elements of the DI Lesson: DEVELOPMENT ( BM/DI ) “I DO it.” Present new material/TEACH/MODEL. Provide guided practice “WE DO it TOGETHER” through questioning, exercises, and corrective feedback - Check for Understanding, repetitive practice Provide independent practice in-class and/or out-of-class. “YOU DO it” 20

Components of the DI Lesson: CLOSURE Find out what the students learned Review the concepts/skills learned and provide the corrective feedback (for re-teaching or extended practice) REFLECTION Compose self-directed questions about each part of the DI lesson before teaching the lesson and answer the questions when the lesson is over. 21

What is the Instructional “Worth” of Direct Instruction? When teachers use Direct Instruction, they maintain tight control over: the content to be learned – basic skills and concepts; the mode of delivery – to the whole class; the patterns of classroom interaction – T S; the pace of instruction - FAST; and the evaluation process - Paper-pencil Test). 22

Wrap UP Report what you have learned about Behavioral Model/DI from today’s class. Compose one question about Behavioral Model - DI strategy. 23

Reflection/ Application/Metacognition Think of today’s class in terms of BM/DI strategy. Did I use DI to teach this lesson? Yes or No. Support your answer by citing the details of the lesson. 24

25 Resources: Z. Engelmann : Effective School Practices: What was Follow Through Project? What Characterizes an Effective Teacher? - an exclusive interview with Barak Rosenshine

What’s next? Home assignment: Study the MSMC Rubric on LP Design, read a DI Lesson Plan designed by a student from the previous Methods Classes, analyze it using the MSMC Lesson Plan Format and Rubric. Be ready to discuss it with the rest of the class. Presentations on DI methods. Design a presentation on one of the DI methods using the steps of DI. Thank you! 26