Chapter Seven Reflection

Chapter Seven Reflection

Description
     Direct Instruction was the focus for this chapter. This is a form of teaching where the teacher presents clear, concise lessons that are structured and full of examples and visual prompts.

Analysis 
      "The term direct instruction is used to describe lessons in which you transmit information directly to students, structuring class time to reach a clearly defined set of objectives as efficiently as possible" (Slavin, 2015, p.162). This type of instruction is found to be most effective when teaching specific skills that a student needs to master rather than exploration type learning. Most researchers agree that an effective direct instruction lesson follows the same sequence; "I Do, You Do, We Do". The type of structure that the lesson follows is dependent on the age of the student. With older students and more advanced skills, the lesson may take several days to teach. With younger students, the entire lesson may be conducted at one time. The components will different from grade to grade but an orderly progression is essential. The teacher must begin by determine the objective for the lesson. Next, they must begin the lesson by preparing the student to have a positive mental set and let the students know where the lesson is going and what they will learn when it is over. After that it is important to review and make sure students have mastered skills that are prerequisite and draw connections from what they know to what they are going to learn. This can be done with graphic organizers, journaling or even assessments. Once the review is complete, it is time to present the lesson in a clear, logical and well organized manner. "The term learning probe refers to any of a variety of ways of asking for brief student responses to lesson content" (Slavin, 2015, p. 170). It is important that teachers provide these learning probes throughout the presentation of the lesson to check for understanding. In addition to questioning, the teacher should provide students the opportunity to practice independently what they have learned. This is essential to transfer the information to long term memory. It is important not to have students spend an excessive amount of time on seat work for research has shown that this is overused too often. Once students have had opportunities to practice, every lesson should have some type of assessment whether it be formal or informal. After the previous components have been covered, teachers should remember to provide review and practice. Homework can play a large part in this review and practice.
     "Although the research on direct instruction models has produced mixed conclusions, most researchers agree that the main elements of these models are essential minimum skills that all teachers should have" (Slavin, 2015, p.179).

Reflection 
     This chapter was a good review for me. Direct Instruction is something I include in my teaching every day. Almost every subject I am teaching begins with some type of direct instruction. I also use direct instruction during my small group time for math and reading. As I was reading the research and information regarding direct instruction , I was reminded of things that I could do a better job with and that I need to be sure to include. Sometimes when in a rush of the day to day tasks, I don't take the time to set the positive mental set and get the students excited about what they are about to learn. I am quick to jump head first into the lesson without preparing them as I should.  I also could do a better job of making sure the prerequisite skills needed are mastered and completely understood. If I'm being honest, I probably could do less seat work with my students. It is so easy to grab a worksheet or pull out a textbook to have students practice. I know that they need some of this practice however, I am probably guilty of overusing it as the author reminds us we should not do. I feel comfortable with the "I Do, We Do, You Do". That is a strategy I learned in college and have continued to use throughout my career. If I do not take the time to do this, I can tell a huge difference in student's learning.  I liked the part regarding discussions in the classroom. It reminded me the importance of using discussions whole group, small group, teacher led and student led. I want to do a better job of incorporating this more regularly.


References

 Slavin, R. E. (2015). Educational psychology: Theory and practice (11th ed.). Boston, MA:
            Pearson Education.

Comments

  1. EDAT 6115 _ Summer 19June 9, 2017 at 3:10 PM

    I believe at some point we all face that moment of contemplating if more or less seat work is needed. I am one to always opt for the cooperative group, hand-on, out of the seat approach simply because that's how I learned best. Thank you for your open and honest reflections as I have truly enjoyed reading them..

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