Slavin Chapter 7: The Effective Lesson
Question Answer
1. What is the lesson? 1. It is where education takes place (p. 162).
2. What is Direct Instruction? 2. It describes lessons in which the teacher transmits information directly to the students – structuring class time to reach a defined set of principles- as efficiently as possible (pp. 162-163).
3. How is a Direct Instruction Lesson Taught? 3. a. state objectives
b. review prerequisites
c. present new material
d. conduct learning probes
e. provide independent practice
f. assess performance/give feedback
g. provide practice/review (pp. 163-165)
The exact method and level of detail will vary, based on subject and age of students.
3a. How are Students Oriented to the Lesson? 3a. Expect students …show more content…
How do Students Learn and Transfer Concepts/ 5. They are learned by observation or definition. Students can be given a definition and then asked to apply it, or they may be given instances of a concept and asked to create a definition from them (p. 179).
5a. How do Teachers Transfer Learning? 5a. Students need to be able to transfer concepts learned in school to real life learning. If the material is well mastered, and taught in context of its real-life use, it will be more easily transferred (pp. 180-182).
6. How are Discussions Used in Instruction? 6. This varies depending on the nature of the topic (subjective or controversial issues will require more subtlety). Difficult topics may be approached from various angles and methods, to better engage learners (p. 182).
7. What is the Purpose and Nature of Whole-Class Discussions? 7. The teacher, acting as a moderator, encourages students to come up with their own ideas. Teachers must provide adequate information beforehand, for students to be capable of a content-rich discussion (pp. 183-184).
8. What is the Purpose of Small Group Discussions? 8. Students in groups of 4-6, led by a competent student, draw inferences and make observations, guided by a set of questions, as they consider content material (p. …show more content…
What is the Role of Peer Interaction? 4. Students can typically discover and comprehend difficult tasks more easily in groups then alone. Peer modeling of thinking strategies sparks cooperative learning (p. 193)
5. What is Discovery Learning? 5. Students learn through active involvement with concepts and principles as teachers encourage them to experiment and participate in experiences that promote discovery, which arouses curiosity and motivation (p. 193).
6. What is Self-Regulated Learning? 6. Self-regulated learners know how to learn. They have strategies to break down complex problems, conduct research, skim read, and find alternative solutions. They are motivated by learning itself – not just grades (pp. 193-194).
7. What is Scaffolding? 7. It is a form of assisted (mediated) learning which gives students additional structure in the early stages of learning and gradually releases it over time, giving more responsibility to the learner (p. 194).
8. May Constructivist Methods be Applied in all Content Areas? 8. They may be applied to reading, writing, math, and science (p. 194).
9. How may they be Applied in Reading? 9a. Reciprocal Teaching: The teacher models asking questions based on the reading until students can “play teacher” and do the
Question Answer
1. What is the lesson? 1. It is where education takes place (p. 162).
2. What is Direct Instruction? 2. It describes lessons in which the teacher transmits information directly to the students – structuring class time to reach a defined set of principles- as efficiently as possible (pp. 162-163).
3. How is a Direct Instruction Lesson Taught? 3. a. state objectives
b. review prerequisites
c. present new material
d. conduct learning probes
e. provide independent practice
f. assess performance/give feedback
g. provide practice/review (pp. 163-165)
The exact method and level of detail will vary, based on subject and age of students.
3a. How are Students Oriented to the Lesson? 3a. Expect students …show more content…
How do Students Learn and Transfer Concepts/ 5. They are learned by observation or definition. Students can be given a definition and then asked to apply it, or they may be given instances of a concept and asked to create a definition from them (p. 179).
5a. How do Teachers Transfer Learning? 5a. Students need to be able to transfer concepts learned in school to real life learning. If the material is well mastered, and taught in context of its real-life use, it will be more easily transferred (pp. 180-182).
6. How are Discussions Used in Instruction? 6. This varies depending on the nature of the topic (subjective or controversial issues will require more subtlety). Difficult topics may be approached from various angles and methods, to better engage learners (p. 182).
7. What is the Purpose and Nature of Whole-Class Discussions? 7. The teacher, acting as a moderator, encourages students to come up with their own ideas. Teachers must provide adequate information beforehand, for students to be capable of a content-rich discussion (pp. 183-184).
8. What is the Purpose of Small Group Discussions? 8. Students in groups of 4-6, led by a competent student, draw inferences and make observations, guided by a set of questions, as they consider content material (p. …show more content…
What is the Role of Peer Interaction? 4. Students can typically discover and comprehend difficult tasks more easily in groups then alone. Peer modeling of thinking strategies sparks cooperative learning (p. 193)
5. What is Discovery Learning? 5. Students learn through active involvement with concepts and principles as teachers encourage them to experiment and participate in experiences that promote discovery, which arouses curiosity and motivation (p. 193).
6. What is Self-Regulated Learning? 6. Self-regulated learners know how to learn. They have strategies to break down complex problems, conduct research, skim read, and find alternative solutions. They are motivated by learning itself – not just grades (pp. 193-194).
7. What is Scaffolding? 7. It is a form of assisted (mediated) learning which gives students additional structure in the early stages of learning and gradually releases it over time, giving more responsibility to the learner (p. 194).
8. May Constructivist Methods be Applied in all Content Areas? 8. They may be applied to reading, writing, math, and science (p. 194).
9. How may they be Applied in Reading? 9a. Reciprocal Teaching: The teacher models asking questions based on the reading until students can “play teacher” and do the