Direct instruction:

What is meant direct instruction?

Direct instruction is a method for important basic knowledge . or developing in a goal –directed, teacher-controlled environment.

What is the role of the teacher in direct instruction?

The teacher identifies clearly defined learning out comes. Transmits new information or demonstrates a skill and provides  guided practice.

What is the purpose of direct instruction?

Direct instruction is designed to maximize academic learning time through a highly structured environment in which students are " on task" experience high degrees of success.

What is the learning theory behind direct instruction?

Direct instruction has its roots in behaviorism psychology, in which emphasizes the importance of using feedback to guide students toward desired goals.

What are the advantages of direct instruction?

a)promote acquisition of knowledge that is well structured and that can be taught in step-by-step.

b)teach how to perform simple and complex skills such as how to subtract, read a map.

What are the disadvantages of direct instruction?

Although direct instruction is widely  used, it is not appropriate for teaching concepts and generalization, higher- level thinking, problem solving.

What are the stage of direct instruction?

Direct instruction lesson proceeds five phases :

1) an orientation phase:

The teacher clarifies the goals of the lesson, explains why the lesson is important, ties the lesson to previous lessons and student, prior knowledge, giving feedback, and motivates students.

2)presentation or demonstration:

The teacher demonstrates a skill or presents new information, if a skill is being taught , each step must be identified and presented accurately , the information is being taught, the information must be well organized and logically presented.

3)guided practice:

The teacher structures the initial practice by walking the students through step-by-step and giving feedback on correct and incorrect responses.

4)checks for understanding or provides feedback:

This can be done informally or formally , verbally or in writing. The most common tactic in this phase of the lesson is teacher question, but assessing independent work, giving a quiz.

5)extended practice:

Extended practice reinforces the knowledge or skill. It can be accomplished through seatwork or homework.

 

Simulation:

What is meant by simulations?

Simulation involves students playing role in order to learn skills and concepts transferable to " real life ".

What are the educational benefits of simulations?

a)students make decisions and from  success and failures .

b)simulation enable the learning of complex concepts or mastery of dangerous tasks in more simple and safe environments.

d)simulation include hands-on games, such as role playing or problem solving.

c)although same simulation are done individually, others occur in groups.

What is learning theory behind of simulation?

Simulation is grounded in a branch of behavioral psychology, which holds the perspective that learning occurs in an environment in which the learner receives the immediate feedback.

What are the advantages of simulation?

a)simulation are effective for teaching complex skills or concepts.

b)simulation can be used to practice skills and concepts and teach concepts such as how political, social, economic system work.

What are the disadvantages of simulation?

Simulation are not effective for teaching large amounts of fact-based information.

What are the phases of simulation?

1)the teacher begins the lesson by explaining the purposes of the simulation.

2)students are trained in the rules, procedures and goals of the simulation.

3)during the simulation itself, the teacher serves as a coach, giving feedback, clarifying misconception, and maintaining the rules.

4)the debriefing aspect of the simulation, allows time to describe and analyze , experiences , make comparisons to real world situations .

 

Presentation using advanced organizers:

What is presentation ?

Presentation is among the most commonly used strategies for knowledge acquisition and retention.

What does an effective presentation require?

An effective presentation requires a highly structured environment in which the teacher is an active presenter and students are active listeners and thinkers .

Why do teachers use advance organizers in presentation ?

Teachers use advance organizers-powerful concepts to which subordinate ideas and facts can be linked-to provide structure and then involve students  in processing the new information.

What is the learning theory of the presentation strategy?

The presentation strategy is grounded in information processing theory, which describes how learning occurs and how the mind organizes knowledge.

What are the benefits of the presentation strategy?

1)presentation enables teachers to organize and convey large amounts of information efficiently .

2)It is an appropriate strategy for instructing students about the key ideas in a subject.

What are the drawbacks of the presentation strategy?

Presentation is less appropriate for higher-level thinking, problem solving.

Describe the procedures of a presentation lesson.

There are four phases in a presentation lesson.

1)the teacher begins the presentation by explaining the goals.

2)advance organizer are "scaffolds" that help learners link new information  to what they already know.

3)the presentation itself :the teacher pays particular attention to order to clarity, and provides concrete examples and illustration .

4)In the final phase of presentation the teacher checks for understanding and helps them integrate what they have learned. The teacher asks questions to encourage precise and critical thinking.

 

 Concept teaching:

What is the concept ?

A concept is a general idea, usually expressed by words , which represents a class or group of people.

What is the educational benefits of concept teaching?

-concept teaching helps students learn concepts and develop higher level thinking skills.

-concepts serve as the foundation for knowledge , increase conceptual understanding , and facilitate social communication.

How can you carry out concept teaching?

There are several different approaches to concept teaching. The approach described here is called concept attainment and is an  inductive process in which students construct, refine, and apply concepts through teacher-directed activities using examples and nonexamples and in which students learn to classify.

What are the underling theories of concept teaching?

Cognitive theorists such as jean piaget and Jerome pruner and information processing psychologists such as Report Gange emphasized that thinking is organized around conceptual structures . children being learning concepts very early through interaction with  concrete objects.

What is the main purpose of concept teaching?

The primary purpose of concept teaching is to learn new concepts . It is also effective for teaching higher-level thinking.

What are the demerits of concept teaching?

Although not designed to convey large amounts of information, students must process information as they formulate new concepts.

How to carry out concept teaching?

Concept teaching has four phases.

1)the teacher explains the purpose of the lesson, describes why concepts are important.

2)the teacher gives examples and nonexamples , and the students strive to discover the concept and its attributes through inductive reasoning.

3)after the concept has been discovered, the teacher gives more examples and nonexamples , then asks students to provide examples and nonexamples . The purpose of the tactic is to test student understanding of the concept and its attributes.

4)A concept lesson concludes with the teacher asking students to analyze their thinking patterns, strategies, and decisions in order to develop more effective thinking skills and to help students integrate the new concepts into existing knowledge.

 

 Discussion :

What is the discussion?

Oral discussion is a dialog between the teacher and students or between the students themselves.

Justify the importance of discussion as a teaching strategy?

Discussion is central to all aspects of teaching due to the following reasons:

a)classroom discussion may serve as a strategy in itself or as part of another strategy.

  b)teachers and students talking about academic content and student displaying their ideas and thinking processes to the teacher and to each other characterize discussions.

c)Effective discussion go beyond question-and-answer recitation . the more involved students are in the discussion, the more effective the learning.

Learning theory:

Theoretical support for classroom discussions stems from the study of language and patterns of discourse and from constructivist psychologists, who believed that most learning occurs through language-based social interactions.

What are the advantages of discussion?

Discussion is an appropriate strategy for:

 A)Improving student thinking.

B) Promoting engagement in academic content.

C) Learning communication and thinking skills in a social environment.

D) Topics that are subjective or controversial and that involve several points of view.

How can you teach using the discussion strategy?

Classroom discussion proceeds through five phases:

(1) The teacher introduces the discussion by providing a clear purpose for the discussion and engaging students so they will become involved.

(2)The teacher sets the ground rules, then poses a question, raises an issue.

(3) The discussion itself: The teacher asks questions, uses wait-time, responds to students' idea, and  enforces the ground rules. The teacher keeps the discussion focused and encourages all students to participate.

(4) The teacher provides closure by.

(a)summarizing.

(b)asking students to summarize the content and meaning of the discussion.

(c)tying it back to the initial question or problem.

(5)the teacher debriefs the process of the discussion by having students examine their thinking processes and reflect on their participation.

 

 Cooperative learning:

What happens in cooperative learning?

a) In cooperative learning students work together in small groups on a common learning task.

b) coordinate their efforts to complete the task, and depend on each other for the outcome.

c) Cooperative learning groups are characterized by student teams (of 2 - 6) working to master academic goals.

d) Teams are normally comprised of learners of mixed ability, ethnicity, and gender.

d) Rewards systems (grades) are designed for the group as well as individuals.

Learning theory:

Cooperative learning is rooted in two theoretical traditions.

First:

 It is based on the progressivism of John Dewey, particularly his idea that the school should mirror the values of the society and that classrooms should be laboratories for learning democratic values and behaviors.

 Second:

Cooperative learning also has roots in constructivist theory and the perspective that cognitive change takes place as students actively work on problems and discover their own solutions.

What are the goals of cooperative learning?

Cooperative learning has three distinct goals:

a) academic achievement.

b) acceptance of diversity through interdependent work.

c) development of cooperative social skills.

There are numerous approaches to cooperative learning. Discuss.

There are numerous approaches to cooperative learning and each proceeds in slightly different ways. However, in general, a cooperative learning lesson has six phases:

Pre stage:

1) The teacher begins the lesson by presenting the goals of the lesson, motivating students, and connecting the forthcoming lesson to previous learning.

2) the teacher facilitates the acquisition of the academic content that is the focus of the lesson.

While stage:

3) The teacher explains how the teams are formed and helps students make transitions into their groups.

4) teamwork: Students work together on cooperative tasks and the teacher assists students and groups, while reminding them of their interdependence.

Post stage:

5) (assessment) and phase 6 (recognition). The teacher tests student knowledge or groups present their work. Individual students and groups are assessed on cooperation as well as academic achievement.

The learning environment for cooperative learning differs from the traditional classroom environment. Comment.

The learning environment for cooperative learning differs markedly from the traditional individualistic classroom environment.

<!--Students assume active roles and take responsibility for their own learning.

<!--The social atmosphere is collaborative and respectful of differences.

<!--Students learn group processes and problem-solving skills.

<!--Students construct their own learning through active engagement with materials, problems, and other students.

<!--The teacher forms the teams, structures the group work,  and determines the reward structure.