 |
|
Back To Module ListModule Main | Module Description | Instructional Outcomes | Instructional Proficiencies | Instructional Events | Instructional Evaluation6 Strategies for Effective Teacher Guided Instruction Author Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & TrainingModule 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. In fact, the more we know about the science of teaching, the better we can artistically apply that knowledge.
Numerous studies have pinpointed instructional strategies that show positive and measurable effects on student achievement. Teacher-level variables that are associated with improving the academic achievement of all students are generally grouped into the categories of instructional strategies, classroom management, and curriculum design. This module will focus on instructional strategies used by effective teachers. Marzano (2000) along with findings from other recent studies revealed five instructional strategies that are associated with increased student achievement. They are metacognition (when students are taught to think about their own thinking), active student engagement, higher order thinking (using information to solve problems, analyze arguments, negotiate issues, make predictions, etc.), cooperative learning, and independent practice.
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 involve high levels of student engagement. Other attributes of Direct Instruction include the following:
Rosenshine and Stevens (1984) concluded that low performing primary grade students repeatedly show higher academic achievement when their teachers followed 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, educators seek 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. These procedures are typically used when the teacher is introducing new concepts or information to students, however, they can be effectively 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.
Impact of Training/Professional Development
A) Improve Training/Professional Development/Technical Assistance
Instructional Outcomes At the completion of this module the learner will be able to:
Teach a lesson using the 6 procedures and evaluate the effectiveness of the lesson using the evaluation tool. Standard 4: Performances #2, #3
Standard 5: Performances #1, #2, #3, #6, #7
Standard 6: Performances #1, #2, #3, #6, #11, #12 Instructional EventsTo complete this module, you will need to:
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:
Above Average:
The learner observes a lesson being taught where new information is being introduced to students. Provides a response to the 15 questions. Describes what was noticed or not noticed during the instruction. Indicates what the teacher could have done related to the 15 questions to improve the lesson.
The learner identifies, describes, and provides a rationale for 6 instructional procedures for use during teacher-guided instruction (gaining attention of the learner, reviewing and accessing prior knowledge, communicating objectives, teaching why the objectives are personally relevant, providing input and modeling on the new concepts, and questioning the learner to check for understanding).
Explains 2 instructional strategies that could be used for each instructional procedure.
Writes a teaching script for a lesson, which is a new skill for students that effectively address the 6 instructional procedures for use during teacher-guided instruction.
Develops an evaluation tool to assess the 6 procedures.
Teaches a lesson using the 6 procedures and evaluates the effectiveness of the lesson using the evaluation tool.
Average:
The learner identifies, describes, and provides a rationale for 6 instructional procedures for use during teacher-guided instruction (gaining attention of the learner, reviewing and accessing prior knowledge, communicating objectives, teaching why the objectives are personally relevant, providing input and modeling on the new concepts, and questioning the learner to check for understanding).
Explains 2 instructional strategies that could be used for each instructional procedure.
Writes a teaching script for a lesson, which is a new skill for students that effectively address the 6 instructional procedures for use during teacher-guided instruction.
Teaches a lesson using the 6 procedures and evaluates the effectiveness of the lesson using the evaluation tool.
Below Average:
The learner identifies, describes, and provides a rationale for 6 instructional procedures for use during teacher-guided instruction (gaining attention of the learner, reviewing and accessing prior knowledge, communicating objectives, teaching why the objectives are personally relevant, providing input and modeling on the new concepts, and questioning the learner to check for understanding).
Explains 2 instructional strategies that could be used for each instructional procedure. |