MODULE DESCRIPTION:

The notion of the “art” of teaching is rapidly being replaced with the “science” of teaching. This is a relatively new phenomenon because up until about 30 years ago, teaching had not been systematically studied in a scientific manner. Research conducted since 1970 has shown that an individual teacher can have a powerful influence on student learning, even in schools that are relatively ineffective. Researchers Brophy and Good (1986) noted, “The myth that teachers do not make a difference in student learning has been refuted” (p.370). Further, schools and teachers that are highly effective use proven teaching strategies that produce results that almost entirely overcome the effects of student background characteristics that might impede learning.

After an extensive review of the literature on teacher effectiveness, Rosenshine (1978) introduced the generic term direct instruction into the mainstream of educational research to describe and encapsulate a set of variables associated with students’ academic success. Direct Instruction is a specific teaching style originally developed at the University of Illinois and later at the University of Oregon. Direct Instruction refers to teacher directed instruction, the use of carefully articulated lessons in which cognitive skills are broken down into small units, sequenced deliberately, taught extensively, and high levels of student engagement. Other attributes of Direct Instruction include the following:

1. Students are grouped according to their levels of ability, rather than according to age or other factors. If you are going to teach the same material to a group of students, they clearly benefit most if they are all able to follow the material.
2. Teachers use pre-designed scripts when teaching. The scripts are based on extensive research regarding student retention, and every aspect of every script is based upon results that were demonstrated through research. The great advantage of this approach is that every teacher using the script becomes the beneficiary of that research and will probably teach much more effectively than if left to his or her own devices.
3. Goals are clear to students
4. Intense, constant student interaction is utilized where the teacher stimulates the students with a description of a concept, an illustration of the concept through examples, and finally a request that the students repeat the example responding orally, usually as a group.
    
5. Skills are taught in a sequenced, step-by-step manner.
    
6. Frequent questioning elicits a high rate of student responding.
    
7. Appropriate and sufficient practice is provided within and across lessons.
    
8. Acknowledgement of correct responses and specific correction procedures for errors provide immediate, effective feedback. (Archer & Isaacson, 1989; Carnine & Silbert, 1979; Rosenshine, 1978).
    
9. The teacher teaches to mastery and the group does not move on until everyone in the group understands the material.

Rosenshine and Stevens (1984) concluded that low performing primary grade students repeatedly show higher academic achievement when their teachers follow a consistent practice of demonstration, guided practice and feedback. Other researchers have reported similar results with both low and high performing students in various content areas (Gagnon & Manccini, 2001; Hastings et al, 1981; McDonald, 1976; Ritz, 1988; Tickunuff, Berliner, & Rist, 1975; C.L. Wilson & Sindelar 1991).

For a variety of reasons there has typically been a tremendous gap in the educator’s ability to translate research in the area of effective instruction into classroom practice. Too often, there is a quest for quick adaptations and modifications of instructional strategies for students with exceptional needs, prior to implementing what we know works in the area of validated instructional procedures for all students. When good practices are skillfully and carefully used, fewer adaptations and modifications are necessary. Furthermore, with the recent emphasis on accessing the general education curriculum and the importance of developing collaborative partnerships, all service providers need to be experts in applying best practices to assist students with exceptional needs. This module was developed to strengthen and enhance the educator’s knowledge, understanding, and application of 6 basic instructional procedures that are aligned with the research on effective instruction. Although these procedures are effectively and typically used when the teacher is introducing new concepts or information to students, they can be integrated throughout an entire instructional lesson. The 6 procedures that will be addressed are gaining student’s attention, reviewing and accessing prior knowledge, providing meaningful rationales, communicating objectives, providing input on new concepts, and questioning techniques.

IPSB Instructional Proficiencies

Standard 4:  Performances #2, #3
Standard 5:  Performances #1, #2, #3, #6, #7
Standard 6:  Performances #1, #2, #3, #6, #11, #12

INSTRUCTIONAL OUTCOMES:

At the completion of this module the learner will be able to:

1. Identify, describe, and provide a rationale for 6 instructional procedures for use during teacher guided instruction (gaining attention, reviewing/accessing prior knowledge, communicating objectives, providing meaningful rationales, providing input on new concepts, and questioning techniques)
2. Explain 2 instructional strategies that could be used for each instructional component.
3. Write a teaching script for a lesson, which is a new skill for students that address the 6 instructional procedures for use during teacher-guided instruction.
4. Develop an evaluation tool to assess the 6 procedures.
5. Teach a lesson using the 6 procedures and evaluate the effectiveness of the lesson using the evaluation tool.

INSTRUCTIONAL EVENTS:

To complete this module, you will need to: 

1. Study this module on Effective Teacher Guided Instruction.
2. Study other resources and report on additional information related to the module topics.  Other resources include TGIF:  But What Will I Do On Monday?   TGIF:  Making It Work On Monday and Classroom Instruction that Works
3. Complete the tasks for completion and discussion included in this module.

Task for Completion and Discussion

There are ten “Task for Completion and Discussion” activities that you will be asked to respond to throughout this presentation.  These tasks are designed to assist you and provide opportunities for deeper understanding, additional practice, and reflection on the content.

Module Index:

1.      Why Use Strategies for Effective Teacher Guided Instruction?  (Task for Completion and Discussion #1)

2.      Effective Instructional Strategies  (Task for Completion and Discussion #2 Parts A and B)

3.      Six Instructional Elements Overview and Gaining Attention (Task for Completion and Discussion #3)

4.      Reviewing and Accessing Prior Knowledge (Task for Completion and Discussion #4)

5.      Communicating Objectives (Task for Completion and Discussion #5)

6.      Teaching Why (Task for Completion and Discussion #6)

7.      Providing Input (Task for Completion and Discussion #7)

8.      Questioning  (Task for Completion and Discussion #8)

9.      Summary (Task for Completion and Discussion #9 and #10)

10.  Resources