Northern Caribbean University
College of Education and Leadership
Department of Graduate Education and Leadership
Assignment #5
An Assignment Presented in Partial Fulfilment of the
Requirement for the Course
EDCI526: Pedological Foundations
By:
Aron Gallimore
To:
Nicole Mauzard, PhD
July 21, 2023
1. How would you define
a. Direct Instruction: I would define direct instruction as lecturing. The teacher does
most if not all the talking in the session.
b. Mastery Teaching:
c. Non-linguistic Representation: this refers to processes utilised in teaching that
require the students to interact with whether visually or kinaesthetically.
d. Mnemonics: this is a tool utilized to maximise the retention of information in a
creative manner.
2. What are the major steps or phases in Direct Instruction, Mastery Teaching, Non-
Linguistic Representations and Mnemonics? Answers on pages 5.8 – 5.23.
The major steps in:
a. Direct Instruction/ Mastery Teaching includes:
i. Orientation
ii. Presentation of the Materials
iii. Guided Practice
iv. Independent Practice
b. Non-linguistic Representations:
i. Teacher develops Models.
ii. Teacher Presents Non-linguistic Organizer as a Note-Taking Device
iii. Presentation of Material (or Reading of an Assignment)
iv. Students Review Notes in Pairs
v. Students Present Their Organizers to the Class
c. Mnemonics include:
i. The Teacher Presents Models of Different Mnemonic Devices
ii. Present the New Material to be learned (Factual Information)
iii. Guided Practice
iv. Independent Practice
3. Why do Direct Instruction, Mastery Teaching, Non-Linguistic Representations and
Mnemonics work? Answers on pages 5.8 – 5.24.
Direct instruction/ Mastery Teaching works for the following reasons:
a. Objectives are set with the learners.
b. Extensive research practice practice is done.
c. It is supported by the positive achievement results of the practice.
d. It takes advantage of feedback.
Non-linguistic Representation works for the following reasons:
a. It helps to move information from short-term to long-term memory.
b. They make ideas and text visually explicit.
c. It allows the learner to visualize relationships.
Mnemonics works for the following reasons:
a. Students taught unfamiliar materials tend to learn much more quickly when using
this method.
b. There are more elaborate methods for memorizing information.
c. It encourages students to identify similarities, as well as to summarize and make
notes.
4. What are the typical learning outcomes for Direct Instruction, Mastery Teaching,
Non-Linguistic Representations and Mnemonics? Answers on page 5.9 – 5.24
They are all used to develop and increase the cognitive level of students.
a. Direct Instruction/Mastery Learning
1. Performance Self Appraisal
b. Non-Linguistic Representations
1. Understanding and Using principles of Logic and Reasoning
2. Using Mental Processes
c. Mnemonics
1. Applies Basic Principles of Logic
2. Reasoning and Using Mental Processes
5. What are some helpful ideas for establishing an effective classroom climate for Direct
Instruction, Mastery Teaching, Non-Linguistic Representations and Mnemonics?
Answers on 5.10 – 5.25
Some helpful ideas for establishing an effective classroom climate for
Direct Instruction/ Mastery Learning:
a. Teacher must know when it is appropriate to use (when the focus is on learning
information or a skill)
b. A positive climate is required.
c. Flexible time for practice as well as a safe and nurturing place to practice.
Non-linguistic representations:
a. Establish a sense of fun and creativity.
b. Displaying your pictorials will inspire students to model behaviour and create
their own.
c. Use of structured practice time
d. A non-judgemental approach encourages learners to keep developing their skills.
Mnemonics:
a. Tell students that factual information is important to you and the subject they are
learning.
b. Create an atmosphere of openness and a bit of playfulness without judgement.
c. Provide time for sharing and reflecting on what your students would have done.
6. What do you think would happen if you left out a step or phase in a for Direct
Instruction, Mastery Teaching, Non-Linguistic Representations and Mnemonics
lesson?
If a step or phase is left out of any of these tools in teaching will allow for the
following to occur:
1. The learning would be less effective.
2. The environment would not be structured for students to assimilate the
information properly.
3. The student's ability to retain the information could also be decreased if for
example the *Guided Practice* phase is removed.
7. How could you use cooperative learning structures or strategies to enhance learner
achievement using Direct Instruction, Mastery Teaching, Non-Linguistic
Representations and Mnemonics?
I could use cooperative learning structures to enhance learner achievement by doing
the following:
1. Allow for social skill development during the lesson. This promotes teamwork
and reduces management. Students would be more inclined to foster a safe and
collaborative environment.
2. Promote feedback from students who are deemed less skilled or knowledgeable by
using a “Random call or Round Robin”.
References
Green, William H., & Henriquez-Green, R. (2008). The basic moves of teaching:
Building on cooperative learning. Montgomery, AL: Synergy Plus Publishers.
