TEACHING

APPROACHES

DIRECT INSTRUCTION
also called explicit teaching
providing information that fully explains the concept
and procedures
systematic instruction for mastery of basic skills, facts
and information
basic skills
clearly structured knowledge that is needed for later
learning and that can be taught step-by-step

ROSENSHINES SIX TEACHING

FUNCTIONS
1.
2.
3.
4.

Review and check the previous day's work

Present new material
Provide guided practice
Give feedback and correctives based on student
answers
5. Provide independent practice
6. Review weekly and monthly to consolidate learning

ADVANCE ORGANIZERS
introductory statement broad enough to encompass
all the information that follows
have three purposes:
directs your attention to what is important in the coming
material
highlight relationships among ideas that will be
presented
reminds you of relevant information

ADVANCE ORGANIZERS
A. Comparative Organizers

activate already existing schemas

reminds you of what you already know, but may not realize
that is relevant

designed to discriminate between the old and new concepts

in order to prevent confusion caused by their similarity

B. Expository Organizers

provide new knowledge that students will need in order to

understand the upcoming information

function to provide the learner a conceptual framework for

unfamiliar material

WHY DOES DIRECT INSTRUCTION

WORK?
brief, clear presentations and guided practice avoid
overloading students information processing systems
and taxing their working memories
guided practice gives teachers a view of the students
thinking as well as their misconceptions
every subject requires some direct instruction

EVALUATING DIRECT
INSTRUCTION
some students have trouble listening for more than a
few minutes
teacher presentations can put the students in a passive
position by doing much of the cognitive work for them

Scripted cooperation
learning strategy in which two students take turns in
summarizing material and criticizing the summaries

the younger or less able students, the shorter the

presentation should be, with more cycles of practice
and feedback

QUESTIONING & DISCUSSION

Recitation
a form of teaching where teachers pose questions for
students to answer
pattern from the teachers point of view
a. initiation
b. response
c. evaluation/reaction

QUESTIONING & DISCUSSION

Questioning is the heart of recitation
an essential element of contemporary learning
techniques is keeping students cognitively engaged

questions help students rehearse information for

effective recall
can provoke curiosity and long-term interest
serve as cues, tips, or reminders

KINDS OF QUESTIONS
A. Convergent Questions

close-ended

questions that have a single right answer

B. Divergent Questions

open-ended

questions that have many possible answers

FITTING THE QUESTIONS TO THE

STUDENTS

different questioning patterns work better for students

of differing ages or ability levels

for younger and lower-ability students

for high-ability students

simple questions that allow high percentage of correct

answers, ample encouragement, help when the student
wasnt able to provide the correct answer & praise.
harder questions and more critical feedback

teachers should respond to students answers in a

way that promotes learning

GROUP DISCUSSION

conversation in which the teacher does not have the

dominant role; students pose and answer their own
questions

advantages:
students are directly involved, and have the chance to
participate
they learn to express themselves, to justify opinions,
and tolerate different views
by thinking, suggesting and evaluating possible
explanations together, students are more likely to
reach understanding

GROUP DISCUSSION

disadvantages:

quite unpredictable, and may easily digress into

exchanges of ignorance

some members of the group have great difficulty

participating and may become anxious if forced to speak

only a few students will dominate the discussion while the

others daydream