PRINCIPLE AND STRATEGY OF TEACHING MATHEMATICS

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Unit 6 Direct Instructions

Course Intended Learning At the end of the unit, the students are expected.
Outcomes a. discusses the effective ways of using direct instructions as a strategy;
b. differentiates punctuated lecture from interactive lecture;
c. formulates appropriate questions to be asked during lecture and/or discussion; and
d. discuss how blended classroom instruction can be effective in teaching and learning Mathematics
Essential Questions What are effective ways of using direct instructions as a strategy?
How to formulates appropriate questions to be asked during lecture and/or discussion?
How blended classroom instruction can be effective in teaching and learning Mathematics.
Overview
According to research, direct instruction is one of the most effective teaching strategies. Although often
misunderstood, students who are taught using the direct instruction method perform better in reading, maths,
and spelling than those who weren’t.

Learning Targets At the end of this lesson, students should be able to:
- discusses the effective ways of using direct instructions as a strategy and discuss how blended classroom instruction can be
effective in teaching and learning mathematics.

Nowadays, experimenting in education is “hot”, as teachers find that not all students benefit from listening to a
Activation of Prior
teacher talk all day, and not all lessons are best taught through direct instruction. Teachers now match the type of instruction
Knowledge to the task. Using direct instruction is effective when it suits the skill students have to learn.

Presentation and Direct Instruction

development of
Direct instruction is a teacher-directed teaching method. This means that the teacher stands in front of a classroom
Concepts
and presents the information. The teachers give explicit, guided instructions to the students.

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The 6 functions (or steps) of direct instruction

Direct instruction doesn’t stop at the teacher explaining a concept. There are 6 steps that are very important in the process. I’ll briefly describe them below,
but if you want to dig deeper, make sure to read “Teaching Functions”

1. Introduction / review

First, you set the stage for learning. This is the opening of the lesson, and it’s intended to engage students, get their attention, and activate their prior
knowledge.

Build upon a previous lesson, or get an understanding of their background knowledge of the subject you are about to teach them. To show your students what
exactly they have to learn and what is expected from them, you can give them lesson objectives.

2. Present the new material

Use clear and guided instructions, so students can begin absorbing the new material. The lesson content should be carefully organized step-by-step, with the
steps building on each other.

In the direct instruction method, you can present new material through a lecture or through a demonstration.

Lecture method

There are a few essential steps for a lecture to be successful:

1. State the main points of the lecture.

2. Introduce a main organizing idea or theme.
3. Use examples to illustrate each idea.
4. Use repetition to reinforce the main points.
5. Summarize and refer back to the main organizing idea.

But how you go about these steps? This is where the fun comes in, and where every teacher gets to use their creativity. This is where you get to engage your
students. So, if you think a lecture is boring, you got it all wrong.

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Demonstration

Here, the teacher demonstrates the skill or principle in small steps. Visual demonstrations will engage more students than a pure auditory lecture. This method
is often used in science classes.

3. Guided practice

Here, the teacher and students practice the concept together. The student attempts the skill with the assistance of the teacher and other students.

The guided practice is conducted by the teacher. The purpose of this step is to guide initial practice, correct mistakes, reteach (if necessary) and provide
sufficient practice so that students can work independently.

4. Feedback and correctives

If students don’t understand the lesson material, the teacher has to correct them and give feedback. This is also very important in the guided practice, as
students have to understand everything in that phase.

There are 4 types of student responses to questions and actions a teacher should take depending on the answer.

5. Independent practice

After guided practice and receiving the right feedback, students are ready to apply the new learning material on their own. Independent practice gives the
students the repetitions they need to integrate the new information or skills with previous knowledge or skills. Independent practice also helps students to
become automatic in their use of the skills.

During this phase, students usually go through two stages: unitization and automaticity. During unitization, the students are putting the skills they’ve learned
together and use them in new situations. As they keep on practicing, students reach the “automatic” stage where they are successful and rapid, and no longer
have to “think through” each step.

6. Evaluation

Check whether your students know everything before moving on to a new concept that builds upon what they’ve just learned. Collect student data you can
review and decide whether the lesson needs to be retaught.

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PRINCIPLE AND STRATEGY OF TEACHING MATHEMATICS
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Direct Instruction mostly following the Traditional Lesson Plan

Traditional Lesson plan Format

Traditional Format
I. Objective
a. cognitive domain
b. Psychomotor Domain
c. affective domain
II. Subject Matter
Topic:
References:
Materials:
Teaching Strategy:
III. Procedure
Teacher’s Activities Student’s Activities
A. Preparatory Activities
1. Prayer
2. Drill
3. Review
4. Motivation
5. Setting of Standard
B. Developmental Activities
1. Presentation of Topic
2. Generalization
2. Application
3. Valuing

IV. Evaluation

V. Assignment

Access the following curated contents to be able to actively participate in our synchronous and asynchronous discussions.
https://www.youtube.com/watch?v=TkjxO3PSzwk
https://www.youtube.com/watch?v=wyhb_Ksx8a0

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How to make traditional Lesson Plan

https://www.youtube.com/watch?v=2GraaFMysfo
https://www.youtube.com/watch?v=JONdQPvI13

Application the Learning Task 6.

generalized concepts Choice any topic in Math and make a Traditional Lesson plan using direct instruction.

Assessment This test consists of two sections: (1) a multiple-choice question section and (2) a constructed response. Each question in the
first section is a multiple-choice question with four answer choices. Each question is equivalent to two points.

Part 1. (Write your answer in clean Bondpaper)

1. Direct Instruction is especially necessary when:
a. Students are working in groups 4. Devices can make a lecture more understandable and meaningful. What is
b. Presenting new content to students the most important thing a teacher should consider in the selection and
c. Students are losing focus utilization of instructional materials?
d. The class period is ending a. Objectives of the lesson
b. Availability of instructional materials
2.  A teacher is demonstrating in front of a class how to solve a math problem c. Attractiveness of instructional materials
following certain steps, and he say "we will do _____, then _____ to get a d. Degree of interest on the part of the students.
____ answer." this is an example of which direct teaching strategy:
a. monitoring and diagnosing to gauge progress 5. Which part of the lesson is involved in the giving of situation or activities
b. guided student practice based on the concepts learned?
c. review over time a. Preparation

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d. presenting and structuring feedback and correcting errors b. Generalization

c. Application
3. When a teacher uses daily practice to reinforce new learning and d. Generalization
determines targets for reteaching if certain errors are persisting, they are
using which direct teaching strategy?
a. reviewing over time
b. presenting and structuring
monitoring and diagnosing to gauge progress
c. giving feedback and correcting errors
d. guiding student practice

Part 2. Short Respond (Write your answer in clean Bondpaper)

1. Is direct instruction effective in teaching Math, Why or Why not?(20 points)
2. What are the disadvantages of direct instruction? (20 points)
Rubric:

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Key Points to Ponder

 Direct Instruction was first formally implemented at a preschool program for children from impoverished backgrounds at the University of Illinois
(mid-1960s).
 The team implementing DI consisted of Siegfried Engelmann, Carl Bereiter, and Jean Osborn. The program incorporated short instructional periods,
usually 20 to 30 minutes a day. The instructional periods focused on language, reading, and math. The children showed vast improvement which led
to further development of the approach used. When further developing DI, they applied the same principles to create a formal instructional program
that included language, reading, and math.
 Direct Instruction (DI) teaches by explicit instruction, in contrast to exploratory models such as inquiry-based learning. DI includes tutorials,
participatory laboratory classes, discussion, recitation, seminars, workshops, observation, active learning, practica, or internships. Model includes "I
do" (instructor), "We do" (instructor and student/s), "You do" (student practices on their own with instructor monitoring).
 Direct Instruction has been effectively delivered through peers to students with learning disabilities.[6] Peer delivery offers teachers new ways to use
the curriculum.
 The approach has also been examined as a model to assist students in a resource room with homework completion, bolster executive functioning
skills and improve teacher efficiency.

Additional Readings
https://psychology.wikia.org/wiki/Direct_Instruction
http://edutechwiki.unige.ch/en/Direct_instruction