Reflective Journal #4

Description

               The focus of the reading and discussion in EDAT 6615 this week was on an Effective Lesson. Teachers should be able to define and describe how to teach a lesson using direct instruction. Teachers should also be able to look at when holding a discussion is important and how to use best practices to teach for transfer of learning. Teachers should also know how effective lessons inform teachers of what students have learned.

Analysis

               Direct Instruction is used to describe the moment in the lesson when the teacher transmit information directly to students through a clearly defined set of objectives as effectively as possible. Teachers use direct instruction to teach well-defined information that all students must master. For a lesson to be considered direct instruction, it must:

-          State learning objectives and orient students to the lesson,

-          Review prerequisites,

-          Present new material,

-          Conduct learning probes

-          Provide independent practice,

-          Assess performance and provide feedback

-          And provide distribute practice and review.

According to Slavin (2012, p. 161) the structure of direct instruction can vary from subject to grade. Teacher of older students could take days to complete all components of direct instruction where teachers of younger student may complete all the parts of direct instruction in one class period.

               When presenting a lesson, the teacher should first state the learning objectives. By doing this, teaching and learning becomes clear and students know what to expect for from the outcomes of the lesson. During this time, you also want to orient students to the lesson by a positive mental set, or attitude of readiness in student (Slavin, 2012, p.163). This can be done by using phrase such as: “I am ready to get down to work” or “I am eager to learn the important information the teacher is about to present”. Slavin(2012, p. 163)  also notes that this is best done immediately when the class period begins and suggest that students are required to be on time for class so that the seriousness of purpose is not lost by starting class late. Teachers must also not forget to spike their students’ interest during this part of the lesson to make it relevant for them to learn by making the necessary connections.
               The next task of the lesson is to review prerequisites. This part of the lesson is important because it gives the teacher the opportunity to use this time to link mastered skills to new skills. Teachers can also use this period to see if students did not master a need skill that is requires before moving forward. If that is the case, teacher can spend time in this area before moving on to the new topic.

               After moving past the review portion of the lesson, teachers can began discussing the meat of the lesson which is the introduction of new material. This part of the lesson must be clearly organized, and teacher should note subtopics and important elements in the lesson. Teachers should bring up the important parts of the lesson as many times as possible so that students become familiar with it. The important parts of the lesson should be clear and provided effective explanations. Slavin (2012, p. 167) states that worked examples help to establish strategies that help explain your thinking at each step. Examples are useful for student to have when reviewing material after class has ended. As previously discussed in Chapter 6, teachers should provide visuals that will help students maintain new material in their long-term memory so that they can readily assess it in the future. Teachers must remember during this time to not let the lesson get dry by providing a variety of ways to keep students attention but being careful to not overdo it. The last important part of this portion of the lesson is making sure that the lesson is paced in a manor that does not overload students by trying to complete a lesson too fast.

               In the next part of the lesson, the teacher will use learning probes to check for understanding and misconceptions. This can be done by asking questions or assigning a written explanation of the lesson. Teachers must remember to provide students with enough time to answer questions about the lesson and set up methods for calling order to answer questions. By setting up a calling order, teachers can ensure that all students are given an opportunity to answer a question whether they volunteered on not. Teacher can also use the coral response method. All students can answer a question that only has one answer.

               Independent practice is the part of the lesson where students work on their own to practice the skills learned during the lesson. Slavin (2012, p. 171) states that independent practice is most critical when students are learning skills and helps students rehearse knowledge on their own. Teachers must remember to not assign seat work until the student shows that they have acquired enough information to complete the work on their own. Independent practice must also be short and give clear instructions. Students should be allowed to complete this work uninterrupted and should be monitored while completing this work. Teacher must also collect this work and grade it so that students do not lose interest in submitting their best work.  

               The last part of the lesson is to assess student performance and provide feedback. Assessments can come in the form of asking questions, looking over independent work, playing a game with clickers, or using a quiz format. Results should be provided to the students immediately so that that can use them as a tool to study therefore increase what they know on the formal assessment. Assessments not only inform students of their progress but also inform teachers of if they can pick up the pace on teaching or if they need to go back over commonly missed strategies or information.

               By providing practice or review, students increase the change of retaining information by practicing the skills over again.

               It has been shown that direct instruction does improve the teaching of certain basic skills, but much is not known about how and when direct instruction should be used (Slavin 2012, p. 176).

               Transfer of learning can not be assumed to be acquired after one lesson. If a student memorized the information, it is less likely that they will be able to use it in a new situation The variety of circumstances will determine how well a students is able to use the information in a different scenario. According to research done by Slavin (2012, p. 178), enhancing transfer happens later in the lesson once the student has been introduced to the new concept. The teacher will do this by providing different examples in which the concept can be used. By teaching student to recognized commonalities between different problems, you can also help students learn to transfer learning.

               The final thing is how discussions can be used in teaching. Discussion allow for students to ask questions to gain clarity and to allow teacher to observe misconceptions. Discussions can increase understanding, allow student to appreciate new material and change an individual mine about a topic. In a whole class discussion, the teacher plays a less dominant role. Their jobs are to encourage students to form their own ideas and prevent dead ends. In a small group discussion, each member should play a role in the group so that the group stays on topic.

Reflection

               My first-year teaching in public school, I was expected to follow the direct instruction model. I found it challenging in the beginning because I assumed that I was required to complete all parts of direct instruction in every class period. My challenge with using the direct instruction model was that I had been poorly trained in its use.

               After reading this chapter, I can see how using this model could benefit my students and myself. By having enough time to pace out lesson and make sure that I have time to review with my class, I can follow this model with feeling rushed and without rushing my students. I am almost certain that in the past, that poor knowledge of this model has been the reason why I was not always able to provide my students with enough situations in which the skills I had taught could be applied.

               Now that I know that pacing is an important part, checking for understanding and reviewing material is also possible, I think I can increase effective learning and teaching in my class. I am excited to again use this model in my class in private school to see how my students grow even more.

Reference

Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson Education.