Direct Instruction Facilitative Teaching

1
Direct Instruction/Facilitative Teaching

• EDEL 413
• CSUB
• B.Gibbons, M.A.

2
Direct Instruction

• Expository instruction
• Describes lessons in which the teacher transmits
  information directly to students, structuring
  class time to reach a clearly defined set of
  objectives as efficiently as possible.

3
Direct Instruction

• Learning goals are clearly stated.
• Extensive content coverage.
• Student performance is closely monitored.

• Immediate feedback is given to students.
• Teacher is in control of the lesson.

4
Direct Instruction

• Four instructional strategies
• Clinical Instruction
• Advance Organization
• Concept Attainment
• Mastery Learning

5
Clinical Instruction
6
Clinical Instruction

• Effective for teaching information and basic
  skills.
• Tends to emphasize low levels of thought.
• Can become boring for students.

7
Advance Organization

• Helps students connect prior knowledge with
  knowledge they are about to learn.
• Provides organizers (conceptual bridges) which
  provide a framework upon which students can build
  learning.

8
Advance Organization

• Steps of lesson presentation
• Selection and presentation of the organizer.
• Presentation of new material.
• Classification of the linkages between the
  organizer and new material.

9
Advance Organization

• Teacher selects and presents the most effective
  organizer so that students understand its
  usefulness.
• Useful in cognitive learning, where students need
  to make sense of new information.

10
Advance Organization

• Promotes acquisition and retention of large
  quantities of information.
• Students active role promotes critical and
  analytical thinking and assists in the
  integration of knowledge.

11
Concept Attainment

• Process by which we acquire and refine concepts.
• CONCEPT a general idea we have about a certain
  thing, by combining the objects perceived
  characteristics.
• Compare and contrast examples.
• Categorize objects and ideas based on attributes.

12
Concept Attainment

• Teacher gives students EXEMPLARS and then asks
  students to develop and test hypotheses about
  them.
• Teachers and students analyze the thinking
  process used.
• Valuable when introducing a concept.
• Time consuming.

13
Mastery Learning

• Belief that all students can learn well, given
  proper instruction and adequate time.
• No student is allowed to move on to the next
  segment until the previous segment has been
  mastered.
• Tutoring and extra help required.
• Material is divided into small parts.

14
Mastery Learning

• Each student is carefully monitored.
• Requires a great deal of planning, because each
  student is working at their own level.
• Advantageous for lower students, because they
  experience success.
• Students may find it boring.

15
Facilitative Teaching

• Students are encouraged to explore problems and
  come up with their own solutions.
• Students have more input into lessons.
• Teacher facilitates students efforts and
  progress.
• Less lecturing and directing.
• Teacher Guide on the side.

16
Facilitative Teaching

• Three instructional strategies
• Inquiry
• Projects
• Cooperative Learning

17
Inquiry

• Purpose is to teach students how to learn on
  their own Problem-solve.
• Students explore topics, find information, reach
  conclusions.
• Students assume responsibility for their
  learning.

18
Inquiry

• Teacher may present topics, but students decide
  how they will gather, verify, and interpret
  information.
• They must compose an explanation of their
  conclusions.
• Teaches students how to learn on their own
  without the direct control of the teacher.
• Process is time consuming.

19
Process of Inquiry

• Defining the problem. Kern River Pollution
• Make it meaningful
• Make it manageable.
• Developing a tentative answer.
• (Paper mill, Hart Park trash, homes on river)
• Collect, examine, and classify data.
• Seek relationships, draw logical inferences.
• State the hypothesis

20
Process of Inquiry

• Testing the Tentative Answer
• Arranging data
• Interpreting data
• Classifying data
• Developing a Conclusion
• Finding patterns or relationships
• Stating the conclusion

21
Process of Inquiry

• Applying the Conclusion
• Testing against new evidence.
• Generalizing about the results.
• Scientific Method

22
Handout DI and Inquiry Case Studies

• Read aloud of handout.
• With a partner, discuss an inquiry lesson in a
  content area other than math.
• Share with the class.
• Assign. 7 Inquiry Lesson Plan

23
Projects

• Activities carried out over longer periods of
  time.
• Result in a product such as a model, paper,
  drawing or performance.

• Helps put students in control of their own
  learning.
• Enables students to plan on a large scale and
  carry out plans to fruition.
• Requires a great deal of time.

24
Resolving Nondisciplinary Problems and Conflicts

• Mr. Crane Has a Messy Classroom, p. 123
• Mr. Muellers First-Graders Are Slow to Enter the
  Room and Settle Down, p. 127
• Profanity Abounds in Miss Wellborns Sixth-Grade
  Class, p. 128
• Jonathan is Being Scapegoated in Geometry Class,
  p. 129