Behavioral Model /Direct Instruction Strategy in Elementary School

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

2. Families of Methods The 4 Models of Instruction are Behavioral, Information Processing, Social Interactive and Personal Models 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.

3. “If the Student didn’t learn, The Teacher didn‘t teach” S. Engelmann Teach = Fill their empty heads. Assess = See what’s inside

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

5. 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.

6. Theoretical Foundations of DI • Behaviorist Theory • Behavioralaspects 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)

7. Behaviorist Approach • Focuses on observable and specificbehavior. It emphasizes the learning of discrete items of information through practice and reinforcement, rote learning, andmemorization. • The goalof DI instruction is to increase the number or strength of correct responses. • The teacher reinforcesthe desirable responses and punishes the undesirable ones. • Learners are passiverecipients of stimuli from the environment.

8. Information Processing Theory (Behavioral aspects) Attention REPETITION forgotten forgotten

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

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

11. Learning in the Zone of Proximate Development (Vygotsky) Scaffolding: “Teaching should be one step ahead of student’s learning.” How teachers do it: • Breakcomplex skills into sub-skills; • Bridgenew knowledgeto 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 ).

12. Stop and Ponder • Define DI the way you understand it. • Exchange your own definitions of DIwith 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 group.

13. To sum Up: Direct Instruction is a • teacher-centeredstrategy 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.

14. 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 DIinthe graphic organizer grid hand out.

15. Principles of DI • Present a limited amount of Informationinchunks ( ~ every 10 min) • Transfer from STM to LTMthrough • Use Student Prior knowledge • Focus on Practice,Repetition • Reachover-learning=automaticity

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

17. 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

18. 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?

19. The elements of the DI Lesson: DEVELOPMENT ( BM/DI ) “I DO it.” • Presentnew material/ TEACH/MODEL/Demonstrate. • Provideguided practice “WE DO it TOGETHER” • through questioning, exercises, and corrective feedback - Check for Understanding, repetitive practice • Provideindependent practice in-class and/or out-of-class. “YOUDO it”

20. Components of the DI Lesson: CLOSURE • Find out what the students learned • Reviewthe 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 controlover: • the contentto be learned – basic skills and concepts; • the mode of delivery – to the whole class; • the patterns of classroom interaction – T S; • thepace of instruction - FAST; • and the evaluation process - Paper-pencil Test).

22. Wrap UP • Report what you have learned about Behavioral Model/DI from this PPT. • Compose one questionabout Behavioral Model - DI strategy.

23. Reflection/Application/Metacognition • Think of this presentation in terms of BM/DI strategy. • Did I use DI to teach this topic? Yes or No. Why? • Support your answer by citing the details of the lesson.

24. Resources: • Z. Engelmann : Effective School Practices: What was Follow ThroughProject? • What Characterizes an Effective Teacher? - an exclusive interview with Barak Rosenshine

25. What’s next? • Discussing ideas for AS, Development, Guided Practice, Closure, Independent Practice. • Recognizing the DI methods. Thank you!