The Teaching Act

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The Teaching Act

• An Outline Of Direct Instruction

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Experience Learning

• We Tend To Remember
• 10 of what we read
• 20 of what we hear
• 30 of what we see
• 50 of what we hear see
• 70 of what we say
• 90 of what we say do

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Outline

• Objectives
• Standards
• Anticipatory Set
• Teaching
• Input
• Modeling
• Check For Understanding
• Guided Practice/Monitoring
• Closure
• Independent Practice

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1. Teaching Objectives

• Teacher should ask their self
• What should the student be able to
• Do
• Understand, and/or
• Care about as a result of the teaching?

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2. Standards Of Performance

• The teacher needs to know what standards of
  performance are to be expected and when pupils
  will be held accountable for what is expected
• Students should be informed about the standards
  of performance.

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2. Standards Of Performance

• Standards
• An explanation of
• The type of lesson to be presented
• Procedures to be followed
• Behavioral expectations related to the lesson
• What the students are expected to do
• What knowledge or skills are to be demonstrated
  and in what manner

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3. Anticipatory Set

• Sometimes called a "hook" to grab the student's
  attention
• Actions and statements to relate the experiences
  of the students to the objectives of the lesson
  to put students into a receptive frame of mind.

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3. Anticipatory Set

• The purpose is to
• Focus student attention on the lesson
• Create an organized framework for the ideas,
  principles, or information
• Extend the understanding and the application of
  abstract ideas through the use of example or
  analogy

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3. Anticipatory Set

• Example
• Topic Supply Demand
• 10th and 11th grade Econ class
• By a show of hands, how many of you care how
  high the price of a Big Mac Cost
• View the hands
• Today we are going to talk about some of the key
  factors that determine the cost of things such as
  Big Macs, cars, gas, and movie tickets

A question makes a good hook
Hopefully these things relate to the students
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4. Teaching/Presentation

• Includes Input, Modeling, and Checking for
  understanding
• Input
• The teacher provides information needed for
  students to gain the knowledge or skill through
  diverse instructional delivery strategies
• Lecture
• Demonstration
• Case studies and scenarios
• Etc

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4. Teaching/Presentation

• Modeling
• The teacher models examples of what is expected
  as an end product of their work
• Students are taken to the application level
  (problem-solving, comparison, summarizing, etc.)

In our Supply Demand lesson, the teacher may
review a case study and make predictions
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4. Teaching/Presentation

• Checking for Understanding
• Determination of whether students have "got it"
  before proceeding
• Teacher must know that students understand before
  proceeding to practice
• If there is any doubt--the concept/skill should
  be re-taught before practice begins

Requires constant monitoringasking questions,
reading non-verbal cues (i.e. facial
expressions), etc. . .
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4. Teaching/Presentation

• Questioning strategies
• Asking questions that go beyond recall to probe
  for the higher levels of understanding...to
  ensure memory network binding and transfer
• Bloom's Taxonomy of Educational Objectives
  provides a structure for questioning that is
  hierarchical and cumulative and provides guidance
  to the teacher in structuring questions at the
  level of proximal development
• Questions progress from the lowest to the highest
  of the six levels of the cognitive domain of the
  Taxonomy of Educational Objectives knowledge,
  comprehension, application, analysis, synthesis,
  and evaluation.

Most Teachers only asks questions at the
knowledge level!
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4. Teaching/Presentation
To keep students from conditioning their selves
into not listening and asking for the question to
be repeated when called on

• Questioning Technique
• Get their attention, then ask the question
• Ask the question before designating the person to
  answer (Do not look at the person you are going
  to ask)
• Do not repeat or rephrase the student's response.
  You may ask for agreement by the class or others
  to respond. Explain why the answer is good (offer
  positive reinforcement)

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4. Teaching/Presentation

• Ask the question then wait for 50 of hands or
  "bright eyes," knowing looks. Do not be afraid
  of a little quite space in time
• Never ask a question of a student who you know
  cannot answer. Never try to embarrass a student
• If the student is confused or can not answer,
  calmly repeat the same question or give a direct
  clue. Try to lead the student to the correct
  answer.

Some adolescents will never forgive you!
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5. Guided Practice

• Opportunity for students to demonstrate grasp of
  the new learning by working through an activity
  or exercise under the teacher's direct
  supervision
• Teacher moves around the room to determine the
  level of mastery and to provide individual
  remediation as needed
• (Offer positive reinforcement when possible)

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6. Independent Practice

• Provide independent practice on a repeating
  schedule so that the learning is not forgotten
• Home work
• Group work
• Individual work in class

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6. Independent Practice

• Should provide for decontextualization (enough
  different contexts) so that the skill/concept may
  be applied to any relevant situation...not only
  the context in which it was originally learned
• The failure to do this is responsible for most
  student failure to be able to apply something
  learned

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7. Closure

• Actions or statements by a teacher that are
  designed to bring a lesson to a conclusion
• Used to help students bring things together in
  their own minds and make sense out of what has
  just been taught

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7. Closure

• Closure is used
• To cue students to the fact that they have
  arrived at an important point in the lesson or
  the end of a lesson
• To help organize student learning
• To help form a coherent picture, to consolidate,
  eliminate confusion and frustration, etc.
• To reinforce the major points to be learned...To
  help establish the network of thought
  relationships that provide a number of
  possibilities for cues for retrieval

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7. Closure

• The act of
• Reviewing and clarifying the key points of a
  lesson
• Tying them together into a coherent whole
• Ensuring their utility in application by securing
  them in the student's conceptual network

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Numbers 6 7

• Sometimes Independent Practice will be
  administered before closure
• Class work
• Sometimes Independent Practice will be
  administered after closure
• Homework

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Summary

• You told them what you were going to tell them
  with set
• You tell them with presentation
• You demonstrate what you want them to do with
  modeling
• You see if they understand what you've told them
  with checking for understanding, and
• You tell them what you've told them by tying it
  all together with closure