MODULE: PROED01- THE TEACHING PROFESSION

At the end of this module, learners will be able to:

1. explain that knowing themselves can make persons accept

their strengths and limitations and deal with others
better;
2. share their unique characteristics, habits, and experiences; and
3. start and maintain a journal.

Direct instruction is where teachers use explicit

teaching techniques to teach a specific skill to their students.
 MODULE: PROED01- THE TEACHING PROFESSION

Direct instruction is where teachers use explicit teaching techniques to teach

a specific skill to their students. This type of instruction is teacher-directed,
where a teacher typically stands at the front of a room and presents
information. Teachers match their instruction to the task to enhance students’
understanding of a topic. This technique depends on strict lesson plans with
little room for variation. It does not include active learning activities such as
discussions, workshops or case studies.
Direct instruction has a number of critics, who believe that it has little room
for personalization or adaptability. The six steps in direct instruction are:

– Introducing material, that is used to activate students’ prior knowledge

– Presenting new material, where students begin to learn with step-by-step
guides
– Guiding students, where teachers can correct mistakes early on and reteach
material if needed
– Providing feedback, where teachers give students an indicator of their
performance
– Practicing independently, where students individually apply the skills that
they’ve gained
– Evaluating, where students are tested on what they’ve learned.

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.
 MODULE: PROED01- THE TEACHING PROFESSION

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.
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.
It’s very important to ask good questions to verify your
students' understanding.
 MODULE: PROED01- THE TEACHING PROFESSION

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.

Student answer Teacher action

Ask a new question to keep up the pace of the

Correct, quick, and firm
lesson.

Correct, but hesitant Provide encouragement.

Incorrect, but careless Simply correct and move on.

Incorrect and lacking Provide hints, ask a simpler question, or

knowledge reteach.

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.
 MODULE: PROED01- THE TEACHING PROFESSION

6. Evaluation/ review
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 or not the lesson needs to be retaught.
There are much evaluation and reviewing methods, so make
sure to pick the right one to find out data that really means
something. Make sure your evaluation says something about your students'
learning process. Formative assessments are better suited for this.

Direct Instruction/ Lecture

Advantages

 Teacher-controlled
 Many objectives can be mastered in s short amount of time
 Lends to valid evaluations
Disadvantages

 Teacher-controlled
 Student involvement is limited to the teacher
 Depends in part to rote learning ( repetition form memory, often without
meaning)
When to use?

 When the objectives indicate effectiveness

 When the teacher determines that it is the best to use of time & effort
Six steps in Direct Instruction

1. Review previously learned material

 A short review before/ with the new lesson’s interest approach
 Check & grade previous homework
 Put problems on the board ( can be part of bell-work)
 Re-teach if necessary
2. State objectives for the lesson
 Students should know what is to be taught
-Stated clearly
-Written on the board
 MODULE: PROED01- THE TEACHING PROFESSION

-Handed out
 Follow the objective
 Use them to develop evaluations
3. Present new material
 Your teaching depends on your analysis and preparation
 Organize content
 From general to specific
 From lower level objectives to higher
 From previous information to new material
Lectures
 Be aware of attention spans
 Be aware of the number of major points made
 Be repetitious
 Review and summarize
 Demonstrations
-Learning Activity, experiment, demonstration
-WOW em!
-Allow students to practice immediately
4. Guided practice with corrective feedback

 Guided and independent practice

 Teacher controls & monitors guided
 Teacher evaluates & corrects independent
 Questions should be prepared in advance
5.Assign independent practice with corrective feedback

 Homework
 A formative step, not a summative step
 Worksheets
6.Review periodically with corrective feedback if necessary

 Check homework promptly

 Base new instruction on results
 Re-teach if necessary
Other Teaching Techniques
 MODULE: PROED01- THE TEACHING PROFESSION

Brainstorming

Situations for use:

 Generate ideas ( quantity is more important that quality)

 Students have some level of experience
Planning Required:

 Formulate the question

 Plan for recording ideas
Brainstorming Steps

 Pose question to class

 Generate ides with group
 Accept all ideas ( do not criticize)
 Go back to summarize discard “ unacceptable” or unworkable ideas
 Determine the best solutions
Supervised Study

 Common technique used in problem solving instruction, but certainly

not the only technique appropriate for problem solving instruction
 Also a major technique used in competency-based education programs.
 Often misused technique. A really bad form of this technique is: read the
chapter’s the textbook and answer the questions at the end of the
chapter.
 Classified as an individualized instruction technique
Situations Appropriate for Use

 Discovery or inquiry learning is desired

 Access to good reference materials ( textbooks, extension publications,
web resources, industry publications, etc.)
 Students may need to”look up” information
 Alternate answers may be acceptable
 Many structured lab activities are actually a form of supervise study
Strengths:

 Provides skills in learning that are useful throughout student’s lives. For
they need to know how to locate and analyze information
 MODULE: PROED01- THE TEACHING PROFESSION

 Recall is enhanced when students have to “look up” information, rather

than being lectured to.
 Students have to decide what information is important and related to the
question posed
 Opportunity for the students to develop writing and analytical skills.
Weakness:

 Easy for students to get off-task

 Students may interpret questions differently and locate incorrect
information ( practicing error)
 Unmotivated students will do the absolute minimum
 Students tend to copy information from sources rather analyze and
synthesize information
 Requires more time than lecture
 Relies on students being able to read and comprehend information at the
appropriate level.
Procedure in Conducting Supervised Study:

 Teacher develops a list of a study questions for students to answer

 Resources and reference materials are located or suggested to students
as possible sources of answers
 Students are given time in class to find answers to questions and to
record the answers in their notes
 Due to time constraints, however, teachers may want to assign different
questions to specific students, so that every student is not looking for the
same information.
 Summary consist of discussing the correct answers to the questions with
the entire class
 Teachers must be careful to emphasize that incorrect answers must be
corrected
Role of the Teacher:

 Develop a list of study questions that focuses on the objectives of the

lesson
 Develop the anticipated answers to the questions-it is important that the
teacher has a firm idea of what are correct or incorrect answers
 MODULE: PROED01- THE TEACHING PROFESSION

 Establish a time frame for completing the activity. Students need to a feel
a sense of urgency, so don’t give them more time than you think they will
need.
 Supervise during this activity. THIS IS NOT A TIME GRADE PAPER,
MAKE PHONE CALLS, PLAN FOR THE NEXT LESSON, OR LOCATE THE
ANSWERS TO THE QUESTIONS IN THIS LESSEON!
 Assist students in locating information, but do not find it foe them
 Keep students on task and eliminate distractions
 Plan foe reporting of answers

Small group Discussion

Also called:

 Buzz groups
 Huddle Groups
 Philips 66
-6 people per group
-6ideas to be generated
-6 minutes
Advantages:
 Increased participation
 Good foe generating ideas
 Cooperative activity ( students learn from each other)
Planning Required

 Clearly from question or topic

 Develop a plan for grouping the students
 Plan for reporting
 Summarize the activity (what they should have learned)
Conducting Small group Discussion

 Write question or topic on the board or handout

 Give specific instructions on how the group will operate
 Establish time limits
 Circulate among the groups to help keep them on task (Not as a
participant)
 MODULE: PROED01- THE TEACHING PROFESSION

 Give warning near end of time allocated

 Reports: Rotate among the groups for answers
Games

Situation for Use:

 Motivates students
 Reviews
 Check for understanding
Strengths:

 Active learning technique

 Appeals to competitive students
 High interest level
Planning Requires

 Game must be develop by teacher

 Rules must be establish. Try to anticipate all potential situations that
may occur. You do not want the effectiveness of the activity to be
destroyed by arguments over rules.
 Develop a plan for determining teams
 Develop plan for keeping score
 Determine rewards- make them appropriate (usually very minor in
nature)
Types: games may take a variety of forms, but most often are modeled after.

 TV game shows
 Sports
 Home board games
Field Trips and Resource Persons

Situation Use:

 First hand experiences are needed

 Need expertise
Planning Needed:

 Objectives
 Trial run/visit
 MODULE: PROED01- THE TEACHING PROFESSION

 Special considerations (safety, grouping, etc.)

 Summarize ( don’t give up responsibility!). it is critical to know what the
students have learned from the activity.
Tips:

 Provide advance organizers (e.g. report forms, fact sheets)

 “plant” questions among students
 Assign students to begin the questions
With-it-ness- the teacher knows that what is going on in the classroom at all
times. Seemingly, the teacher has eyes in the back of his/her head. This is not
only when the teacher is in a small group setting, but when he/she is
presenting a topic or students are working as individuals. It can be as simples
as looking around the room frequently or making sure your back is never
turned to the class. It is not necessary to know what the teacher know is going
on- it is what the students believe she knows.

Other Helpful Tip on Student Control

The Hawthorne Effect is a phenomenon in industrial psychology first observed

in the 1920s. It refers to improvements in productivity or quality resulting from
the mere fact that workers were being studied or observed.

Pygmalion Effect (or Rosenthal effect) refers to situations in which students

performed better that other students simply because they were expected to do
so.

Placebo Effect is the phenomenon that a patient’s symptoms can be alleviated

by an otherwise ineffective treatment, apparently because the individual
expects or believes that it will work

The John Henry Effect has also been identified: an experiment may spur
competition between groups, precisely because they are conscious of being part
of an experiment. The term “halo effect” describe what happens when a
scientific observation is influenced by the observer’s perceptions of the
individual procedure, or service that is under observation. The observers
prejudices, recollections of previous observations, and knowledge about prior
observations or finding can all affect objectivity and must be guarded against.
 MODULE: PROED01- THE TEACHING PROFESSION

Jacob Kounin’s Theory all of this came about form an incident that happened
while he was teaching a class in Mental Hygiene. A student in the back of the
class was reading newspaper, and the newspaper being opened fully in front of
the student so that he couldn’t see the teacher. Kounin asked the student to
put the paper away and pay attention. Once the student complied, Kounin
realized that other students who were engaging in non-appropriate behaviors
(whispering, passing notes) stopped and began to pay attention the lecture.
This gave him interest in understanding classroom discipline on not only the
student being disciplined, but also the other students in the classroom. This is
the effect that became known as the “Ripple Effect”.

Please click the link below for the Course Overview:

 https://www.youtube.com/watch?v=TkjxO3PSzwk
 https://www.youtube.com/watch?v=GIrldg89g54
 https://www.youtube.com/watch?v=GnKCMztqGKQ

 https://tophat.com/glossary/d/direct-
instruction/#:~:text=Direct%20instruction%20is%20where%20teachers,a
%20room%20and%20presents%20information.
 https://www.bookwidgets.com/blog/2019/03/direct-instruction-
a-practical-guide-to-effective-teaching