Chapter 7- The Effective Lesson

Front 1

direct instruction

Back 1

approach to teaching in which the teacher transmits information directly to the students; lessons are goal-oriented & structured by the teacher

Front 2

lesson planning

Back 2

procedure that includes stateing learning objectives such as what the students should know or be able to do after the lesson; what information, activities & experiences the teacher will provide; how much time will be needed to rach the objective; what books, materials & media support the teacher will provide; and what instructional method(s) & participation structures will be used.

Front 3

mental set

Back 3

students' attitude of readiness to begin a lesson

Front 4

rule-example-set

Back 4

pattern of teaching concepts by presenting a rule or definition, giving examples & then showing how examples illustrate the rule

Front 5

learning probe

Back 5

a method, such as questioning, that helps teachers find out whether students understand a lessonl

Front 6

wait time

Back 6

length of time that a teacher waits for a student to answer a question

Front 7

calling order

Back 7

the order in which students are called on by the teacher to answer questions during the course of a lesson

Front 8

choral responses

Back 8

responses to questions made by an entire class in unison

Front 9

independent practice

Back 9

component of instruction in which students work by themselves to demonstate & rehearse new knowledge

Front 10

seatwork

Back 10

work that students are assigned to do independently during class

Front 11

process-product studies

Back 11

research approach in which the teaching practices of effective teachers are recorded through classroom observation

Front 12

concept

Back 12

an abstract idea that is generalized from specific examples

Front 13

transfer of learning

Back 13

the application of knowledge acquired in one situation to new situations

Front 14

whole-class discussion

Back 14

a discussion among all the students in the class with the teacher as moderator

Front 15

small-group discussion

Back 15

a discussion among four to six students in a group working independently of a teacher

Front 16

What is direct instruction?

Back 16

a teaching approach that emphasizes teacher control of most classroom events & the presentation of structured lessons. Direct instruction programs call for active teaching; clear lesson organization; setp-by-step progression between subtopics; & the use of many examples, demonstrations & visual prompts.

Front 17

How is a direct instruction lesson taught?

Back 17

1st part of lesson is stating learning objectives & orienting students to the lesson. Principal task = establish both a mental set, so that students are ready to work & learn & a "road map", so students know where the lesson is going.
2nd - is to review prerequisites or pretest to ensure students have mastered required knowledge & skills. Review might function as an advance organizer for the lesson.
3 - presenting new material in an organized way, providing explanations & demonstrations & maintaining attention.
4 - conducting learning probes, elicits students' responses to lesson content. This practice gives teachers feedback & lets students test their ideas. Questioning techniques are important, including the uses of wait time & calling order.
5 - independent practice, or seatwork, where students apply the new skill. Research shows that independant practice should be given as short assignments with clear instructions & no interruptions & given only when students can do the assignments. Teachers should monitor work collect it & include it in assessments.
6 - assess performance & procide feedback; every lesson shoud include an assessment of sutdent mastery of lesson objectives.
7 - provide distributed practice, or homework & review. Information is retained better when practice is spaced out over a period of time.

Front 18

What does research on direct instruction suggest?

Back 18

models shows mostly positive by inconsisten effects on student achievement. The program DI proved particularly successful for teaching reading & math to low achievers & at risk students.

Front 19

How do students learn & transfer concepts?

Back 19

through observation & definition. concepts are taught through examples & non examples & through the rule-example-rule approach, where teachers first state a definition then five examples & finally restate the definition Unambiguous examples should be given vbefore less obvious ones & teachers should compare & contrast examples & nonexamples. Students transfer their learning to similar situation & must be taught to transfer concepts to diffrerent contexts & real-life situations. material memorized by rote is unlikely to transfer.

Front 20

How are discussions used in instruction?

Back 20

In whole group discussion the teacher plays a less dominant role than in a regular lesson. Students need an adequate knowledge base before beginning a discussion. In small group discussion each group should have a leader & a specific focus.