Documente Academic
Documente Profesional
Documente Cultură
Teacher-Directed Instruction
and Teacher Expectations
Presented By:
Michael Sinram
Chitanya Hanson
Scott Honan
David Gray
Characteristics
of an
Effective Teacher
What do you think makes and effective teacher?
These classrooms were positive places. The rare discipline problems were handled constructively. Students received a lot of positive
reinforcement for their accomplishments, both privately and publicly, and students were encouraged to cooperate with one another.
An Emphasis on Literature
The students selected books from extensive classroom collections. The teachers read literature and conducted author studies.
Much Reading and Writing
Teachers set aside 45 minutes for language arts, providing long, uninterrupted periods for reading and writing. Both the students and teacher
read daily to themselves, to a buddy, to a group, to an adult volunteer, or to the class as a whole. Everyone wrote daily in journals.
Encouraging Self-Regulation
Teachers taught students to self-regulate, encouraging students to choose appropriate skills when they faced a task rather than wait for the
teacher to dictate a particular skill or strategy.
http://www.jefflindsay.com/EducData.shtml
•In other words it refers to a rigorously developed,
highly scripted method for teaching that is fast-
paced and provides constant interaction between
students and the teacher
•This framework includes four major stages: (1) you explicitly show students
how to use the skill or strategy, (2) students practice the skill under your
supervision--and you give frequent corrective feedback and praise, (3)
students use the skill independently in real academic situations, and (4)
students use the skill in a variety of other settings or situations
("generalization").
http://www.interventioncentral.org/htmdocs/interventions/rdngcompr/dirinstr.shtml
Features of Direct Instruction
Teacher’s classroom management is especially effective
and the rate of student interruptive behavior is low.
include time at the end of the period for students to do activities of their
choosing. The teacher may finish the description of the hour’s activities
with: “And I think we will have some time at the end of the period for
you to chat with your friends, go to the library, or catch up on work for
other classes.”
The teacher is more willing to wait for class attention when he knows
there is extra time to meet his goals and objectives. The students soon
realize that the more time the teacher waits for their attention, the less
free time they have at the end of the hour.
http://www.honorlevel.com/x47.xml
Features of Direct Instruction cont.