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History

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History Signaling Characteristics: CLARITY & CONSISTENCY Focus Preparation Signal Verification Choral group responding mixed with individual turns Corrective feedback ... – PowerPoint PPT presentation

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Title: History


1
History
2
OH NO Not History
  • TRADITIONAL MATH (19001957)
  • Basic skills learned by continuous practice of
    basic algorithms (drill). Basic skills are seen
    as the building blocks of mathematical thinking.
  • Assessment based on standard pencil and paper
    testing.
  • Teacherdirected lecture, demonstration,
    question and answer.
  • Students work independently most of the time.
  • Discrete content separate courses for Algebra 1,
    Geometry, Algebra II, and Trigonometry.

3
  • NEW MATH (approximately 1960)
  • Basic skills learned by application of
    mathematical laws, not by practicing algorithms.
  • Assessment based on standard pencil and paper
    testing.
  • Teacherdirected lecture, demonstration,
    question and answer.
  • Students work independently most of the time.
  • Set Theory is the centerpiece of study.
  • NEW MATH (approximately 1960)
  • Basic skills learned by application of
    mathematical laws, not by practicing algorithms.
  • Assessment based on standard pencil and paper
    testing.
  • Teacherdirected lecture, demonstration,
    question and answer.
  • Students work independently most of the time.
  • Set Theory is the centerpiece of study.

4
  • REFORM MATH (approximately 1975)
  • Practice of basic skills are deemphasized in
    favor of selfpaced and "constructed learning.
    Assessment is based on portfolios, projects,
    rubrics, observation, and selfreflection, as
    well written tests.
  • Studentdirected constructivist activities,
    where the student discovers and creates
    mathematical constructs from activities and
    experiences supervised by the teacher. The
    teacher is no longer the dispenser of
    knowledge. Rather, the teacher is a learning
    facilitator.
  • Students work in cooperative learning groups much
    of the time.
  • Integrated content Algebra 1, Geometry, Algebra
    II, and Trigonometry are integrated into a series
    of classes rather than being distinct courses of
    study. Emphasis is on real world problems.
    Reform Math places great importance on the
    self-esteem of the student.

5
Results
  • Since World War II, math instruction in the
    United States has changed course time and again
    --- with little improvement in test results.
  • 1967 Five-year study of 12 Western nations finds
    U.S. 13-year- olds high school seniors far
    behind those in other countries. New Math is
    blamed.
  • 1988 A 17-nation comparison shows Americas best
    students, the top 5, last in algebra and
    calculus . Back-to-Basics is blamed.
  • 1996 The Third International Mathematics and
    Science Study, comparing students in 41
    countries, finds U.S. eighth- graders below
    average. Reform Math is blamed.

6
Math Humor
  • Teaching Math in the 1950s (Traditional) A
    logger sells a load for 100. His production cost
    is 4/5 of the price. How much is his profit?
  • Teaching Math in the 1970s (New Math) A logger
    trades a set L (of lumber) for a set M (of
    money). The cardinality of set M is 100. The
    cardinality of subset C (his cost) is 20 less
    than M. What is the cardinality of set P (his
    profit)?
  • Teaching Math in the 1990s (Reform) A logger
    sells a load for 100. Her production is 80 and
    her profit is 20. Your assignment underline the
    number 20.

7
Food for Thought
  • How much should we drill and memorize?
  • How do we teach Problem Solving?
  • When should we use manipulatives calculators?
  • What about learning styles ability groups?
  • How do we know when a child has learned?
  • How do we deal with self-image and self-esteem?

8
Direct Instruction
9
direct instruction vs. Direct Instruction
  • The term direct instruction has been used in
    the teacher effectiveness literature (e.g.,
    Rosenshine, 1976) to refer to
  • A. Patterns of teacher behavior correlated
    with enhanced academic achievement
  • B. The focus is on how instructional time is
    used in the classroom

10
direct instruction vs. Direct Instruction
  • C. Conclusions are that low achieving
    students will reach higher achievement if the
    teacher maintains high engagement rates and
    consistently uses
  • 1. demonstration
  • 2. guided practice
  • 3. independent practice
  • 4. review

11
direct instruction vs. Direct Instruction
  • Direct Instruction originated with Engelmann and
    his colleagues at the University of Oregon
  • The focus of Direct Instruction is on both
    teacher presentation techniques and on the
    careful design of curricular materials.

12
Goals of DI
  • To accelerate student learning by maximizing
    efficiency in design and delivery of instruction
  • Efficiency is achieved when students generalize,
    beyond the specific material in the lesson

13
DI programs
  • Over 50 specific programs have been published for
    teaching language, reading, writing, spelling,
    mathematics, and science
  • Designed primarily for grades K-6
  • There are also remedial programs for special
    education and adult education in corrective
    reading and corrective math.
  • Direct Instruction offers one of the most
    empirically validated and effective curricula
    that we have for all children--gifted, average,
    at-risk, developmentally delayed, disadvantaged
    (Adams Engelmann, 1996). 

14
Project Follow Through
  • Over 700,000 children in 170 disadvantaged
    communities across the US participated in this 1
    billion-dollar study
  • 3 goals of the project increase basic knowledge
    and skills (Basic Skills Models), to improve
    cognitive and problem-solving skills (Cognitive
    Models), and to promote positive self-concept
    (Affective Models) among the participating
    children
  • Purpose To identify "best practices" so that
    the most effective methods could subsequently be
    applied to achieve the three core goals in the
    disadvantaged children across the US

15
Results of Project Follow Through
16
More Results of PFT
17
Direct Instruction works, but???!!
  • Overall, DI was the only model that had a
    consistently positive effect on all 3 aspects of
    learning
  • Therefore, one would have expected that the US
    Office of Education would have strongly endorsed
    and supported the use of DI as the model of choice

18
  • BUT
  • Engelmann's programs were criticized for being
    too rigid and for emphasizing basic skills
  • Schools of Education in universities, boards of
    education, the Ford Foundation and commercial
    publishers argued against the research and the
    data, and they won. Opinion triumphed over data
    (Engelmann, 1992 Adams Engelmann, 1996)

19
Central Elements of DI philosophy
  • Teachers are responsible for student learning.
  • If the student hasnt learned, the teacher
    hasnt taught.
  • Curriculum design is a critical variable in
    student achievement.

20
Features of Direct Instruction
  • Small Group Instruction
  • Active Student Responding
  • Careful Design of Instructional Presentations and
    Materials
  • Script Format (Model, Lead, Test)
  • Brisk Pace
  • Signaling
  • Choral Group Responding
  • Corrective Feedback
  • Reinforcement

21
1. Small group instruction
  • 3-5 (greater the deficit / younger the students)
  • 10-12 (milder disabilities / older students)

chalkboard
desks
teacher
22
Advantages of Small Group Instruction
  • Increases time available for direct instruction
  • Increases control of motivational variables
  • Provides opportunities to facilitate
    observational learning, peer interaction and
    communication
  • Enhances generalization of skill

23
2. Maximizes active student responding
  • Observations from Juniper Gardens Study, 1980
  • 1. How much directed reading instruction does
    the average first grade child receive each day in
    the regular classroom?
  • 2. On the average, how much time does a third,
    fourth, or fifth grader spend practicing the
    basic mathematics facts (addition, subtraction,
    multiplication, and division) during each school
    day?

24
  • Observations (continued)
  • 3. What percent of the average class period do
    pupils spend in transition (at the beginning and
    end of the period, getting ready, cleaning up,
    etc.)
  • 4. How many pages of written composition does
    the average fourth grader write per day?

25
Results of Observations
  • (Based on preliminary observations in a
    relatively small number of classrooms.)
  • 1. 20 seconds
  • 2. Less than 5 seconds
  • 3. From 25-50
  • 4. Less than one

26
  • We keep saying that Johnny cant read
    because hes deprived, because hes hungry,
    because hes discriminated against. We say that
    Johnny cant read because his daddy is not in the
    home. Well, Johnny learns to play basketball
    without daddy.
  • We do best what we do most, and for many of
    our children that is playing ball. One of the
    reasons that Johnny does not read well is that
    Johnny doesnt practice reading.
  • (Rev. Jesse Jackson, 1976)

27
2 reasons high level ASR is important
  • Provides practice critical to mastery.
  • Provides feedback to teacher on student
    understanding.

28
Strategies for increasing student responses
  • Use of group responding
  • - (e.g. choral responses or response cards)
  • Brisk pace
  • - ( i.e., Little time between last student
    response and next task or question )

29
3. Careful design of instructional presentations
and materials
  • Begins by analyzing content matter and
    identifying central organizing ideas that enable
    students to learn more in less time
  • Instructional topics and objectives are organized
    into tracks that allow for systematic skill
    development across the length of the program
  • Skills are sequenced to maximize student success
    and minimize points of confusion

30
  • Clear communication is designed to minimize
    ambiguity for students
  • Instructional formats are designed to structure
    the dialogue between teachers and students

31
Interactions are formatted
  • General format
  • Model. (e.g., teacher touches a letter in her
    presentation book (m) and says the corresponding
    sound My turn, this sound is /mmm/. The teacher
    models a few times if necessary. "Listen again,
    /mmm/)
  • Lead. The teacher does the task with the
    students. ("Say it with me /mmm/." (Note the
    explicit rule.) Teacher touches under the letter
    and says the sound with the students.)

32
  • Test. Students now do the task without help. This
    is understood not as a test of the students,
    but rather as information on the teacher's
    effectiveness and an opportunity for the children
    to practice. (Do it by yourself. What sound?)
    Teacher points under letter. The whole group
    responds until firm. Then teacher calls on
    individual students.
  • Re-test. Earlier material is reviewed later. This
    gives more practice and aids retention.

33
Delivery Features
  • Scripted lessons
  • designed to ensure clear communication of
    material
  • Rapid pacing- active student engagement is
    enhanced when teachers maintain a brisk pace
  • ability to cover more material
  • holds student attention
  • keeps students engaged, which in turn can reduce
    behavior problems

34
  • Signaling
  • Characteristics CLARITY CONSISTENCY
  • Focus
  • Preparation
  • Signal
  • Verification
  • Choral group responding mixed with individual
    turns
  • Corrective feedback (i.e., modelgtleadgttest)
  • Reinforcement

35
Assessing Progress
  • Ongoing mastery is used to monitor student
    progress
  • Informal assessments
  • 100 student response
  • Everyone answers on signal
  • Responses are academically correct
  • Formal assessments
  • Mastery Test are included periodically to
    determine student progress through programs.

36
Student-Teacher Interactions
  • DI defines the teachers role more clearly and
    explicitly than most other forms of instruction
  • Scripts relieve teachers of the role of
    instructional designer
  • Teachers role is
  • 1) to deliver instruction in a way that is
    effective and motivating to students, and
  • 2) to make critical decisions about how to adapt
    program based on the needs of students

37
Additional Information
  • Myths and Truths about Direct Instruction
    http//www.adihome.org/phpshop/articles/indiv
    idualArticle.php?typeESPvolume17number1artic
    le_num3username
  • Association for Direct Instruction
  • www.adihome.org
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