Direct Instruction

Arends Direct Instruction Behavioral theory Empirical and theoretical support Physiologist Pavlov and psychologist Watson and Skinner. Focus is on observable behavior not unseen things such as thought and cognition. Skinner’s work focused on reinforcement. Positively by rewards and negatively by removing some irritating stimulus. Jane stallings and associates (Stallings & kaskowski) – Study which showed importance of time on task. 2 important findings –1) time allocated and used for academic tasks was strongly related to achievement. 2) teachers who were businesslike and used teacher directed (Direct Instruction) strategies were more successful in obtaining high engagement rates. See Brophy & Good, 1986 Direct Instruction designed to promote learning of factual info that can be taught in a step by step fashion and to help students master the procedural knowledge required to perform simple and complex skills Objectives for these 2 types are Knowledge Acquisition – eg. The student will be able to list the basic rules of hockey Skill Development – eg. The student will be able to pass while moving Research study Good, T. L and Grouws, D. A. 1977, 1979, Results – 1) Whole class instruction was supported by this study, particularly if at a good pace 2)Instructions and presentations need to be clear 3) Have high expectations 4)Task focused – kept good pace and focused classes had fewer management problems. 5) Student initiated behavior – effective teachers had more student initiated interactions 6) Feedback – provide immediate and nonevaluative feedback. 7) Praise – effective teachers used praise less Need to perform Task analysis to break down a complex skill into parts so it can be taught part by part. Plan for time and space. Time must be sufficient and match student abilities and aptitudes and students are motivated to stay engaged. Tying lessons to previous knowledge and interests and letting students know the purpose of the lesson help maintain attention and engagement. Horizontal desk formation works best.

Syntax of lessons Phase 1 – clarify goals and establish set Phase 2 – demonstrate knowledge or skill – teacher demonstrates or presents step by step information Phase 3 – provide guided practice Phase 4 - check for understanding – provide feedback immediately, make it specific, concentrate on behaviors not intent, make it appropriate of the stage of the learner Phase 5 - provide extended practice Assign short meaningful amounts of practice Assign practice to increase overlearning Use massed practice for new skills and distributed practice for refining skills Attend to initial stages of practice