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Directed Teaching

Directed Teaching. Outcomes:. Explore components of Direct Instruction Develop commitment to the power of Direct Instruction Use an observation tool to increase Direct Instruction. Role of Site Leaders. Expect teachers to implement the adoption Visit classroom & expect teaching

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Directed Teaching

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  1. Directed Teaching

  2. Outcomes: • Explore components of Direct Instruction • Develop commitment to the power of Direct Instruction • Use an observation tool to increase Direct Instruction

  3. Role of Site Leaders • Expect teachers to implement the adoption • Visit classroom & expect teaching • Discuss effective use of instructional time • Use and monitor pacing schedules • Actively use assessments • Increase Direct Instruction

  4. “Without data all anyone has is an opinion”-W. Edwards Demming

  5. “Ideally, assessment and instruction are linked inextricably within any curriculum. The key to using assessment effectively and efficiently in a program of instruction is to recognize above all that different types of assessment tools must be used for different purposes.” CA RLA Framework 2006

  6. Read Around • Read the quotes on direct instruction. • Discuss with a partner the implications for students

  7. Direct Instruction • Learning is the responsibility of the teacher and learner • Facilitating and interest alone are not used • All learning is not happy • The activities are sometimes dull and require memorization • Activities are VERY focused

  8. Understanding Direct Instruction • Direct instruction assists the learner through a specific design that focuses on getting initial learning into short-term memory. If the design is followed the learner will be able to master new learning. STUDENT ACHIEVEMENT Improves!

  9. Direct Instruction & Practice Direct instruction must be followed by active practice of the new learning so that there is transfer of the new learning to long term memory. The teacher does A LOT OF WORK. STUDENT ACHIEVEMENT improves!

  10. LEARNER CHUNKING The learner must then connect the learning In greater and greater chunks until the neural path is enriched with many connections and patterns.

  11. The Success Factor • It directs the learner to focus • Gives explicit examples • Multiple practice opportunities • Highly successful with under prepared learners • Explicit, organized & predictable

  12. The Teacher is the Key • Needs to be active & engaging • Requires planning & preparation • Routines are needed - clear & concise • Repetitive steps help learner concentrate on the new learning

  13. Phases • Orientation • Presentation • Highly Structured Practice • Guided Practice • Independent Practice • Never Give Up…

  14. Effective Practice • Types of Practice • Highly Structured • Guided Practice • Independent Practice • Length of Practice • Short, intense, highly motivational • 5-10 minutes • Monitoring • Immediate corrective action • Reverses misconceptions • Reduces student anxiety • Level of Accuracy • 85-90% before moving to next level of practice

  15. Phases of Direct Instruction

  16. Principles of Effective Practice

  17. The Role of the Coach • Build each teacher’s time. • Provide feedback on success rates. • Help teacher pace • Identify the key standards through released items and blueprints. • Plan with the teachers.

  18. Remember DuFour’s Key Questions 1. What is it we expect all students to learn? Key Standards - Directly Taught 2. How will we know that they have learned? 85 - 90% Accuracy 3.How will we respond when they do not learn? Interventions = More Highly Structured Practice

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