Direct instruction: Difference between revisions
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== Definition == | == Definition == | ||
According to Huitt (1996), copy/paste: | According to Huitt (1996), copy/paste from [http://chiron.valdosta.edu/whuitt/col/instruct/dirprn.html HTML] | ||
{{quotationbox | | {{quotationbox | | ||
# More teacher-directed instruction (> 50%) and less seatwork (< 50%). | # More teacher-directed instruction (> 50%) and less seatwork (< 50%). | ||
# Active presentation of information (could be by teacher, computer, another student). | |||
## Gain students' attention | ## Gain students' attention | ||
## Providing motivational clues | ## Providing motivational clues | ||
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== Links == | == Links == | ||
Citation: Huitt, W. (1996). Summary of principles of direct instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 19: | Citation: Huitt, W. (1996). Summary of principles of direct instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 19:27, 22 May 2006 (MEST), from [http://chiron.valdosta.edu/whuitt/col/instruct/dirprn.html HTML] | ||
== References == | == References == |
Revision as of 18:27, 22 May 2006
Definition
According to Huitt (1996), copy/paste from HTML
- More teacher-directed instruction (> 50%) and less seatwork (< 50%).
- Active presentation of information (could be by teacher, computer, another student).
- Gain students' attention
- Providing motivational clues
- Use advance organizers
- Expose essential content
- Pretesting/prompting of relevant knowledge
- Clear organization of presentation.
- component relationships
- sequential relationships
- relevance relationships
- transitional relationships
- Step-by-step progression from subtopic to subtopic (based on task analysis).
- Use many examples, visual prompts, and demonstrations (to mediate between concrete and abstract concepts).
- Constant assessment of student understanding (before, during and after the lesson).
- Alter pace of instruction based on assessment of student understanding (you're teaching students, not content).
- Effective use of time and maintaining students' attention (appropriate use of classroom management techniques).
Links
Citation: Huitt, W. (1996). Summary of principles of direct instruction. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 19:27, 22 May 2006 (MEST), from HTML