Journal Entry #4 EDAT 6115
Description
This week's readings in EDAT 6115 were over chapter seven in the Educational Psychology textbook. Direct instruction, along with how and when it is appropriate to use it in our classrooms, is covered in chapter seven. This chapter also discusses the seven parts of a direct instruction lesson, and how to do each step correctly. This journal entry will provide an explanation of what direct instruction is and an analysis of the seven parts of DI.
Analysis
Slavin (2012) explains that Direct Instruction (DI) is used when the teacher needs to deliver a concept that the class must master as a whole. The seven parts of a Direct Instruction lesson include:
-State the learning objectives
-Review the prior knowledge required for the new topic
-Present the new material to the students as a whole
-Have a question and answer session where the students can ask and answer teacher-guided questions
-The students practice alone or in groups
-Provide an assessment
-Give outside or additional Practice
(Slavin, 2012, pg. 163)
For example, all students need to know that two plus two equals four, and why the answer is four. An addition lesson like this could be delivered to the class as a whole (through DI) and then practiced in small groups later on. In my classroom I would follow the steps stated above to teach this lesson as follows:
-The students will be able to demonstrate an understanding of basic addition
-Students know that objects can be grouped together and how to count the number of objects in each group.
-Demonstrate that if I have two apples, but need four, all I have to do is add two more. Therefore, two plus two equals four.
-Students ask questions and answer guided questions from the teacher.
-The students have manipulatives to practice with individually and with those at their table.
-Ask follow up questions to assess beginning knowledge at the end of class, or provide an exit ticket as a quick assessment.
-Assign homework.
Slavin (2012) states that when these steps are followed the retention rate of the students is much better over short and long term periods.
Reflection
Direct Instruction is used in my classroom on a regular basis. A topic I would use this on would be teaching the letters of the notes on the lines and spaces for the first time. Knowing the notes on the lines and spaces is an essential standard for music classrooms, and therefore needs to be initially taught by direct instruction. I would teach the information to the group as a whole, check for a basic understanding, and then provide the students with the opportunity to practice independently and with others. At the end of class, an exit ticket or check for basic understanding would be done before the students left.
This week's readings in EDAT 6115 were over chapter seven in the Educational Psychology textbook. Direct instruction, along with how and when it is appropriate to use it in our classrooms, is covered in chapter seven. This chapter also discusses the seven parts of a direct instruction lesson, and how to do each step correctly. This journal entry will provide an explanation of what direct instruction is and an analysis of the seven parts of DI.
Analysis
Slavin (2012) explains that Direct Instruction (DI) is used when the teacher needs to deliver a concept that the class must master as a whole. The seven parts of a Direct Instruction lesson include:
-State the learning objectives
-Review the prior knowledge required for the new topic
-Present the new material to the students as a whole
-Have a question and answer session where the students can ask and answer teacher-guided questions
-The students practice alone or in groups
-Provide an assessment
-Give outside or additional Practice
(Slavin, 2012, pg. 163)
For example, all students need to know that two plus two equals four, and why the answer is four. An addition lesson like this could be delivered to the class as a whole (through DI) and then practiced in small groups later on. In my classroom I would follow the steps stated above to teach this lesson as follows:
-The students will be able to demonstrate an understanding of basic addition
-Students know that objects can be grouped together and how to count the number of objects in each group.
-Demonstrate that if I have two apples, but need four, all I have to do is add two more. Therefore, two plus two equals four.
-Students ask questions and answer guided questions from the teacher.
-The students have manipulatives to practice with individually and with those at their table.
-Ask follow up questions to assess beginning knowledge at the end of class, or provide an exit ticket as a quick assessment.
-Assign homework.
Slavin (2012) states that when these steps are followed the retention rate of the students is much better over short and long term periods.
Reflection
Direct Instruction is used in my classroom on a regular basis. A topic I would use this on would be teaching the letters of the notes on the lines and spaces for the first time. Knowing the notes on the lines and spaces is an essential standard for music classrooms, and therefore needs to be initially taught by direct instruction. I would teach the information to the group as a whole, check for a basic understanding, and then provide the students with the opportunity to practice independently and with others. At the end of class, an exit ticket or check for basic understanding would be done before the students left.
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