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Effective Direct Instruction Lessons in Educational Psychology: Sequence and Components, Exams of Psychology

The key components of an effective direct instruction lesson in educational psychology. Direct instruction is a teaching approach where the teacher transmits information directly to students in a goal-oriented and structured manner. Instructional objectives, sequence of events, parts of a direct instruction lesson, and various teaching strategies such as clarity, rule-example-rule, worked examples, demonstrations, and independent practice. It also discusses the importance of maintaining attention, conducting learning probes, providing feedback, and assessing performance.

Typology: Exams

Pre 2010

Uploaded on 08/18/2009

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EDSP 102 Educational Psychology
Chapter 7
The Effective Lesson
Direct Instruction: approach to teaching in which the teacher transmits information
directly to the students; lessons are goal-oriented and structured by the teacher.
This is the presenting of information, skills, or concepts in a direct fashion.
Instructional Objectives
Must be clearly defined in terms of what we expect from students after instructions.
Direct Instructions are appropriate for teaching a well-defined body of information or
skills that all students must master; used best with declarative knowledge (“knowing
what”)
(Less- appropriate when deep conceptual change is an objective; when exploration,
discovery, and open-ended objectives are the object of instruction; not good for
procedural knowledge.
An effective Direct Instruction Lesson would include…
Sequence of Events -> teacher emphasizes prerequisite skills that will be required;
informs students of what they are going to learn (skills are then taught; opportunity for
practice is given; questions or quizzes are given).
How is determine by the subject being taught and the grade level of the students.
Parts of a Direct Instruction Lesson
1. State the Learning Objectives
> What do you want the students to know or be able to do after instruction? This
provides a framework into which information, instructional materials, and learning
activities will fit. Give students an outline of the lesson.
> Positive Mental Set: students’ attitude of readiness to begin a lesson; arouse students’
curiosity or interest in the lesson. Humor or drama works well
2. Review Prerequisites
> You need to ensure that students have mastered prerequisite skills and make sure to
link information that is already in their minds to the information you are about to present.
Review from the previous day. Harder information (new skill or concept) will require
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EDSP 102 Educational Psychology Chapter 7 The Effective Lesson Direct Instruction : approach to teaching in which the teacher transmits information directly to the students; lessons are goal-oriented and structured by the teacher. This is the presenting of information, skills, or concepts in a direct fashion. Instructional Objectives Must be clearly defined in terms of what we expect from students after instructions. Direct Instructions are appropriate for teaching a well-defined body of information or skills that all students must master; used best with declarative knowledge (“knowing what”) (Less- appropriate when deep conceptual change is an objective; when exploration, discovery, and open-ended objectives are the object of instruction; not good for procedural knowledge. An effective Direct Instruction Lesson would include… Sequence of Events -> teacher emphasizes prerequisite skills that will be required; informs students of what they are going to learn (skills are then taught; opportunity for practice is given; questions or quizzes are given). How is determine by the subject being taught and the grade level of the students. Parts of a Direct Instruction Lesson

  1. State the Learning Objectives

What do you want the students to know or be able to do after instruction? This provides a framework into which information, instructional materials, and learning activities will fit. Give students an outline of the lesson. Positive Mental Set: students’ attitude of readiness to begin a lesson; arouse students’ curiosity or interest in the lesson. Humor or drama works well

  1. Review Prerequisites

You need to ensure that students have mastered prerequisite skills and make sure to link information that is already in their minds to the information you are about to present. Review from the previous day. Harder information (new skill or concept) will require

more elaborate discussion and assessment of prerequisite skills. Sometimes teachers will need to assess students on prerequisite skills before starting a lesson.

  1. Present the new materials

Here is where the teacher begins to main body of the lesson (presenting of new information or skills). Lessons should be logically organized (we discussed the importance or organization in long-term memory). The teacher will point this out to the students. Clearly laid out structure and transitional statements about the structure of the lesson increase student understanding. Students learn more when the material is well organized in a causal structure (A causes B). Inform students when the next subtopic will be introduced Use phrases like, “It is particularly important to note that…” Repeat important points and bring them back into the lesson whenever appropriate. Clark et al., 1979-> Teachers should review main ideas, state objectives at the beginning of the lesson, outline lesson content, signal transition between parts of the lesson, indicate important points in the lesson, and summarize the parts of the lesson as the lesson proceeds. Clarity ->the use of direct, simple, and well-organized language to present concepts. Clear presentations avoid the use of vague terms that do not add to the meaning of the lesson. Rule-example-rule: pattern of teaching concepts by presenting a rule or definition, giving examples, and then showing how the examples illustrate the rule. The teacher would state the rule, give an example, and then restate the rule in the explanation of how the example illustrates the rule. Worked Examples: strategies for teaching certain kinds of problem solving (i.e., math). The teacher would present the problem then model the strategy for the solution. The teacher will allow the students to explain to themselves, or explain to a partner what is going on to enhance the work sample. Demonstrations, Models, Illustrations Allowing students to have hands-on experience with concepts and skills. Visual representations are maintained in long-term memory. Maintain Attention Introduce variety, activity, and humor. Use graphics. Present instruction with enthusiasm and expressiveness Content Coverage and Pacing This addressed the amount of content covered. Pace must be just right; not too slow or too fast. A rapid pace of instruction can help with classroom management.

Seatwork It is also called in-class independent practice. Research has shown that time spent receiving instruction directly from the teacher is more productive than time spent in seatwork. Effective Use of Independent Practice Time a. Do not assign independent practice until you are sure students can do it. b. Keep independent practice assignments short. c. Give clear instructions. d. Get students started, and then avoid interruptions. e. Monitor independent work. f. Collect independent work and include it in student grades.

6. Assess Performance and Provide Feedback Every lesson should contain an assessment of the degree to which students have mastered the objectives set for the lesson (informally [questions] and formally [quizzes]). The teacher should assess the effectiveness of the lesson and should give the results of the assessment to students as soon as possible (immediate feedback). Students need to know when they are right and when they are wrong to improve their performance. Test students from time to time on large units of information. More frequent testing results in greater achievement than does less frequent testing. Feedback to teachers on student performance is important. Assessment reveals serious misunderstanding. Now the teach can give instruction just to students who need it. 7. Provide Distributed Practice and Review Practice over time increases retention of many kinds of knowledge. Implications: a. Reviewing important information from previous lessons enhances learning. b. Assign homework in most subjects (especially at the secondary level). c. Homework allow students to practice skills in a variety of settings (home – vs.- school) d. Homework does increase achievement when the teacher checks it and gives comments. e. Assigning excessively complex or boring homework can actually be detrimental to learning and motivation. f. Parents can become constructively engaged in their children’s schooling or it can become a significant source of conflict in the home, especially for children who have difficulty with the content. Whole-Class Discussion: a discussion among all the students in the class with the teacher as moderator. Small-Group Discussion: a discussion among 4-6 students in a group working independently of a teacher.