Direct Instruction/ Facilitative Teaching

							 Direct Instruction/
Facilitative Teaching

       EDEL 413
        CSUB
    B.Gibbons, M.A.
          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.
          Direct Instruction
• Learning goals are   • Immediate
  clearly stated.        feedback is given
• Extensive content      to students.
  coverage.            • Teacher is in
• Student                control of the
  performance is         lesson.
  closely monitored.
            Direct Instruction

• Four instructional strategies
  –   Clinical Instruction
  –   Advance Organization
  –   Concept Attainment
  –   Mastery Learning
           Clinical Instruction
State the learning        Independent Practice
objective.
Anticipatory Set          Closure

Teacher input             Assessment
  (Direct instruction)
   Review prerequisites
   Present new material
Guided Practice
          Clinical Instruction

• Effective for teaching
  information and basic
  skills.
• Tends to emphasize
  low levels of thought.
• Can become boring
  for students.
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.
       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.
       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.
       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.
        Concept Attainment
• Process by which we acquire and refine
  concepts.
  – CONCEPT: a general idea we have about a
    certain thing, by combining the object’s
    perceived characteristics.
• Compare and contrast examples.
• Categorize objects and ideas based on
  attributes.
        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.
          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.
          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.
        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.
         Facilitative Teaching

• Three instructional
  strategies:

• Inquiry
• Projects
• Cooperative Learning
                 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.
                 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.
          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
          Process of Inquiry
• Testing the Tentative Answer
  – Arranging data
  – Interpreting data
  – Classifying data
• Developing a Conclusion
  – Finding patterns or relationships
  – Stating the conclusion
Process of Inquiry
         • Applying the
           Conclusion
           – Testing against new
             evidence.
           – Generalizing about the
             results.
         • Scientific Method
            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
                   Projects
• Activities carried out   • Helps put students in
  over longer periods of     control of their own
  time.                      learning.
• Result in a product      • Enables students to
  such as a model,           plan on a large scale
  paper, drawing or          and carry out plans to
  performance.               fruition.
                           • Requires a great deal
                             of time.
    Resolving Nondisciplinary
     Problems and Conflicts
• Mr. Crane Has a Messy Classroom, p. 123
• Mr. Mueller’s First-Graders Are Slow to
  Enter the Room and Settle Down, p. 127
• Profanity Abounds in Miss Wellborn’s
  Sixth-Grade Class, p. 128
• Jonathan is Being Scapegoated in
  Geometry Class, p. 129