Methods of Teaching

Dr. Ludmilla Smirnova

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 The 4 Models of Instruction are
Behavioral, Information Processing, Social
Interactive and Personal Models
Each Model possesses theoretical foundations
that explain why certain goals can be
achieved that particular way and it provides
the framework of how each model works.
(Joice and Weil, 1997)

We will explore why the DI strategy is the way

it is.

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 “If the Student didn’t learn,
The Teacher didn‘t teach”
S. Engelmann

Teach = Fill their empty

Assess = See what’s
heads.
inside

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 Behavioral Model/Direct
Instruction Strategy

DI
Theoretical Methods
Foundations of Lesson
Behavioral Plan of
Model/DI. Structure/
Structure
DI
Principles and &
Characteristics LP design
of Rubric
DI
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Based upon Experience and Research Findings:
Direct Instruction
is the most popular and widely used
instructional strategy.
However, the research concludes that
No single approach is most appropriate for
ALL students.
And clearly no single approach is
appropriate for all lessons.
Before asking why the reliance on DI, let’s
review what DI is.

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  Behaviorist Theory
 Behavioral aspects of Information
Processing Theory (Gagne`)
 Teacher-effectiveness research

(E. Engelmann, B. Rosenshine, M. Hunter)

 Observational learning and modeling

(Albert Bandura)
The role of ZPD in learning, (Lev
Vygotsky)

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 Focuses on observable and specific
behavior. It emphasizes the learning of
discrete items of information through
practice and reinforcement, rote learning,
and memorization.
 The goal of DI instruction is to increase the
number or strength of correct responses.
 The teacher reinforces the desirable
responses and punishes the undesirable
ones.
 Learners are passive recipients of stimuli
from the environment.

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Attention
REPETITION

forgotten

forgotten
 goals are clearly stated to students;
 time allocated for instruction is sufficient
and continuous;
 coverage of content is extensive;
 the performance of students is monitored
and
 feedback to students is immediate and
academically oriented.
Engelmann S., 1961, Rosenshine B.,
Hunter M., 1987

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 Describes changes in behavior, thinking, or
emotions that result from observing the
behavior of another person.

 Albert Bandura’s work shows that modeling

explains how people learn by imitating
behaviors they observe in others.

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 Scaffolding:
“Teaching should be one step ahead of
student’s learning.”
How teachers do it:
 Break complex skills into sub-skills;
 Bridge new knowledge to the prior learning
and “funds of knowledge;”
 Ask frequent questions and adjust their
difficulty;
 Present lots of examples;
 Model;
 Provide prompts and cues; lots of repetition
and practice to achieve
AUTOMATICITY (over-learning ).
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 Define DI the way you understand it.
 Exchange your own definitions of DI with
your partner.
 Combine with another pair and discuss each
DI definition.
 Develop a composite definition of DI
combining ideas shared.
 Report to the rest of the group.

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 Direct Instruction is a

teacher-centered strategy that
 Utilizes teacher explanation and modeling,
 Combined with student practice and
feedback ;
 Aims at teaching basic concepts and skills
 With a lot of drill and practice, repetition
to reach automaticity.

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 Take a minute to formulate and report to
the rest of the class what principles and
characteristics of the DI strategy are.
 Name & insert the principles and
characteristics of DI in the graphic organizer
grid hand out.

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 Present a limited amount of Information
in chunks ( ~ every 10 min)

 Transfer from STM to LTM through

 Use Student Prior knowledge

 Focus on Practice, Repetition

 Reach over-learning=automaticity
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 Academic Focus - Content driven -
Deductive/Decontextualized;
 Whole Class or Small group Delivery;.
 Constant monitoring to Check for
Understanding (CFU);
 Controlled Classroom Practice
 Teacher-centered/ Transmission of
Information one way – from Teacher to
students.

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 Guarantees specific Learning outcomes
 Uses time effectively
 Easily measures
 Easy to implement/ Automate
Disadvantages
 Low Transfer rate
 Problem solving skills not developed
 Irrelevant/Unmotivated
 Disregards cooperation

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 What does it mean to TEACH
directly?

Name what methods help you

do this – teach directly.
 What are the elements of DI LP?

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 Present new material/
TEACH/MODEL/Demonstrate.
 Provide guided practice
“WE DO it TOGETHER”
 through questioning, exercises, and
corrective feedback - Check for
Understanding, repetitive practice

 Provide independent practice in-class

and/or out-of-class. “YOU DO it”
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 Find out what the students learned
 Review the concepts/skills learned and
provide the corrective feedback (for re-
teaching or extended practice)
REFLECTION
 Compose self-directed questions about
each part of the DI lesson before
teaching the lesson and answer the
questions when the lesson is over.

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When teachers use Direct Instruction, they
maintain tight control over:
 the content to be learned – basic skills and
concepts;
 the mode of delivery – to the whole class;
 the patterns of classroom interaction – T S;
 the pace of instruction - FAST;
 and the evaluation process - Paper-pencil
Test).

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 Report what you have learned about
Behavioral Model/DI from this PPT.
 Compose one question about

Behavioral Model - DI strategy.

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 Think of this presentation in terms of BM/DI
strategy.
 Did I use DI to teach this topic? Yes or No.
Why?
 Support your answer by citing the details
of the lesson.

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 Resources:

1. Z. Engelmann : Effective School

Practices: What was Follow Through
Project?
2. What Characterizes an Effective Te
acher? - an exclusive interview wit
h Barak Rosenshine

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 Discussing ideas for AS, Development,
Guided Practice, Closure, Independent
Practice.
 Recognizing the DI methods.

Thank you!

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