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    Direct Instruction Model uses teacher demonstration and explanation combined with student practice and feedback to help learners acquire welldefined knowledge and skills needed for later learning. Assessment will be performed through the assessment of the student's comprehension of the new skill.

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    Direct Instruction Model uses teacher demonstration and explanation combined with student practice and feedback to help learners acquire welldefined knowledge and skills needed for later learning. Assessment will be performed through the assessment of the student's comprehension of the new skill.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
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    39 views1 page

    Savannahdimodel 2

    Uploaded by

    api-284281704
    Direct Instruction Model uses teacher demonstration and explanation combined with student practice and feedback to help learners acquire welldefined knowledge and skills needed for later learning. Assessment will be performed through the assessment of the student's comprehension of the new skill.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 1

    Reading: Phonemics

    Box frame

    TM

    Makes Sense
    Sense Strategies
    Strategies
    Makes
    Name: Savannah Smith

    2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

    Date:

    DirectInstructionModel

    January 22, 2015

    Is about

    Amodelthatusesteacherdemonstrationandexplanationcombinedwithstudentpracticeandfeedbacktohelplearnersacquirewelldefined
    knowledgeandskillsneededforlaterlearning.

    TheoreticalFoundation
    Originallydevelopedby:SiegfriedEngelmannand
    WesleyBecker
    Teachereffectivenessresearch
    SocialCognitiveTheory(Bandura)effectivenessof
    modelingonlearningskillandlearningbyobserving
    others
    Theinfluenceofinteractiononlearning(Vygotsky)

    Assessment
    Thiswillbeperformedthroughtheassessmentofthe
    studentscomprehensionofthenewskill.
    Eachteachermustpaycarefulattentionwhendecidinghow
    totesttheirknowledgeoftheskill;neithershouldthe
    problemsbeeasyenoughtoallowthestudentstosimply
    memorizethequestions,butactuallyunderstandthem,nor
    besimilarenoughtotheinstructionproblems.Testingwill
    shouldincreasethevalidityoftheassessment.

    Planning
    Identifytopicsmostsuitedforpracticalskillswhichisa
    cognitiveprocessthathasexactoperationsandprocedures
    thatisestablishedthroughpractice
    Specifylearningobjectivesformanunderstandingofthe
    theoreticalknowledgethatprovidesfoundationforthe
    proceduralskilliskey
    Developquestionsandexamplestheseproblemsmusthelp
    thechildtocomprehendtheskillandproblemsthatfollow
    theexamples

    Implementing
    Phase1:IntroductionandReviewtheteacherhooksthestudents
    andintroducesthatlessonandrecallsthepriorunderstanding
    Phase2:PresentationNewskillispresented,thoroughlyexplained,
    anddemonstratedthroughextensiveandhighqualityillustrations
    Phase3:GuidedpracticeStudentspracticethesenewlearnedskills
    undertheteachersobservance
    Phase4:IndependentpracticeStudentsareinfluencedtopractice
    theseskillsontheirown(projects,homework,etc)

    Motivation
    Thesenewskills,suchasproceduralonesfrom
    thismodel,willmotivatethestudentstointeract
    becauseitisexcitingandnew.
    Anothermotivationisthefactthattheywillbe
    encouragedtoknowthisskillontheirown,
    withoutanyoutsidehelp.

    So what? What is important to understand about this?

    Thismodelisimportantasateacherinordertopresentnewskillsandhavetheirstudentscomprehendthesenew
    interestingskills.

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