Lecture+2

EDLT Lecture 2 Direct Teacher Instruction

Strategic Use of Direct Teacher Instruction in a Constructivist Primary Classroom: Planning a-Whole class teacher-led discussion-Whole class explanation-And including Questioning Sequence

Assessment two topic s assigned- what is mine?

Test 1- instructions as announcement, and in week two topics. 3 randomly selected questions, select 1, respond. From when you click on ready to attempt question you have 60 minutes. 200-250 words, to be succinct. Quality, not quantity. Content-topic 1 and topic 2 and both week's readings. Once you hit ready then that is it. Assessment two- lectures are tied to topic assignments. Each topic allows three to four weeks for assessment completion from when relevant lecture is given.

Outcomes for this lecture-Understand role of direct teacher instruction in a constructivist context-Understand the concept of whole class discussion and whole class explanation-understand the circumstances when each of these is the effective learning and teaching strategy-understand the importance of planning each of these two strategies-understand the principles for conducting each of these two strategies-understand how to plan a whole class discussion and explanation-understand the limitations of whole class discussion and explanation-understand the value of sequencing questioning in direct teacher instruction

Why is direct teacher instruction (teacher telling, explaining issues and concepts, leading discussion to students) necessary in a constructivist primary classroom? -allows opportunity to scaffold student understanding-to set goals, allow students to know what is expected of them.-directly extend students' Zone of Proximal Development-cultivate students' schema as to broaden body of knowledge -engage Social Constructivism. Learning together, discussing, enables greater chance of understanding concepts. -initiate discussion of students understanding as you provide idea to get them started-motivate students to be actively engaged -encourage students to take risk, some student's are reluctant or scared, direct instruction can motivate them. -make expectations clear-create learning opportunities

How might direct teacher instruction be consistent with Student Centered Active Learning?(insert image) In a classroom good learners are actively engaged. Direct instruction allows opportunity to connect, to combine new schema with prior knowledge. Helping through discussion, questioning helps students to reconcile new knowledge, and to reflect, thus they can think about and enhance their learning. Direct teacher instruction is consistent with active learning as it assists students to construct their own knowledge.

Constructivist direct instruction does not tell answers. It does not spoon feed. It gives-clues, a hint, triangulation points,clarification, intellectual challenge Clues provide scaffold. From hints children can build further understanding and construct their own learning. Triangulation points means different starting points from which the student can approach the issue and be able to answer correctly. Clarifies points that students can engage as to get results and provide intellectual challenge.

Direct Teacher Instruction can be used to help student's construct knowledge by-using illustrations and show students what they should do. Teachers know their students and how they learn, this allows you to -tap into multiple intelligences-target their strengths-state clear outcomes so they know what they're doing and can engage-explain why they are to do so they don't feel like rubber puppets-explain how they are to do it-give marking criteria

Whole Class Discussion What is it? The concept: whole class discussion-traditionally, a face-to-face, free and open academic exchange of ideas. These days discussions can be online and electronic etc. A strategy to stimulate students thinking through: (teacher makes statements directly which achieve)-cooperative thinking aloud and exchanging views-(verbal) interaction planned to occur in an orderly process (organised and structured. When well structured stimulates thinking and encourages engagement) -stimulation of students' thinking-facilitating students' understanding through speech-challenge students attitudes, beliefs and perceptions. (you must know students to achieve this)

Characteristics of whole class discussion -Organised and directed- clear, defined purpose, everyone knows what it is. Teacher steers discussion towards desired learning outcome, as to avoid straying off topic. Teacher manages student participation, controls what happens. Teacher maintains focus of the lesson's academic objective. -Collaborative. Students co-construct -Meets students' moral dispositions, so that they are at a level that they can engage. -Subject to intellectual dispositions -Subject to democratic dispositions

Whole class discussion is NOT a debate, therefore there is no winner and loser. It is not propaganda; not an opportunity for teacher or student to push their ideas. Not an argument, not you against me, etc. it is sharing ideas and communicating as to co-construct ideas and understanding. Not I'm right, you're wrong, it is, we are in this together, what sense can we make of this issue as we've discussed together. Not teacher providing answers, it is teacher using whole class discussion to provide scaffolding upon which students can build more knowledge, can connect prior knowledge with new new learning, can build upon existing schemas. Not a question and answer session. Allow opportunities for students to participate constructively, to contribute to discussion. Not teacher or a few students dominated. This can happen, don't discourage but do use direct instruction to ensure that everyone is involved. Not a goal, but a means to help students learn. Discussions are held to achieve lesson outcomes.

To prepare whole class discussion-assume you've been on excursion to zoo. How would you go about conducting whole class discussion?-Clearly established rules so students know how they can contribute and abide by rules-Create mind map on board and seek ideas-Set task about experiences at zoo, use as basis for discussion 1- well formulated purpose. Make it clear! As suggested tie to task, use mind map etc. 2- research teh topic thoroughly so you can answer questions students may ask (teachers know their content) if youndon't know it, be honest and advise you'll find out 3 prepare students with discussion so they can engage with ideas and concept and can participate 4- Prepare the discussion environment. Transparency that works, whiteboard that can be seen from everyone etc. 5-Prepare a well thought out discussion plan

Implementation Strategy Provide a theoretical framework, explain discussion rules and expectations, Remind students of the purpose of the discussion somthatntheynremain on target, remain focused, don't stray stay engaged, ask well thought out questions that are open ended requiring high order cognitive processes so they think deeply and have deeper understandings. , have techniques ready to start the discussion, keep it going and to conclude.

How to keep the discussion going and increase participation-asking questions-increasing wait time (time between students asking questions and teacher answering, other students could answer, and waiting for students to think about teacher questions before giving further questions, scaffolding etc-asking for consensus. What do other people think, helps get involved-making provocative statement to stimulate discussion. (eg Dubbo, you could say "elephants are the worst creature" this would promote students to think about their own views. "why should animals be in enclosures", "Australia should ban the export of roo meat to Japan"..... Something that involves them, their opinions, their home lives etc... -Help students to see links/connections between points. -invite students to ask fellow students to question/elaborate-asking for agreement or disagreement with prior comment. Not to say who is right or wrong but to show differences in opinions, to modify existing schemas and enhance deeper understanding.

When is whole class discussion a suitable/effective teaching strategy?-eg. After an excursion or experimentTo help students achieve related outcomesTo show students that you value their ideasTo encourage democratic thought among students To encourage students to explore an open-ended issueTo help students develop their communication skills

Advantages of whole class discussionEncourages whole class synergy Can be a memorable and more meaningful exchange of ideasAllows for diversity to contribute to the learning processHelps students develop their cognition as objective thinkersHelps students develop their mental faculties as informed thinkersHelps students develop their mental faculties as reflective thinkers

Imitations - What could go wrong? Teacher might dominate discussionFailure of teacher to relax control on the classFailure of appropriate classroom managementFailure to involve reluctant students in the discussionFailure to prepare students well for the discussion From the students point of viewStudents might be reluctant to participateConflict may arise between two or more studentsStudents may stray from subjectStudents may misinterpret teacher's roleA few talkative confident students may dominate discussionSome students might not have sufficient command of the language Give students opportunity to participate, don't let select few dominate

Meaning and importance of explaining What is explain? -Facilitating a student's understanding of an issue- Clarification of an issue and giving reasons which enable a student to construct the meaning they make of an issue- A set of integrated statements designed to help a student to gain or extend their understanding of a particular point or issue.

Why is explaining important?A remembered teacher is one who can explain well.

Discussion vs explanation Discussion is a sharing of ideas Explanation is generally the teacher telling Discussion is about an event that has occurred, an ex-post eventEg. Class has read a book, seen a video, been on an excursion, performed an experiment, tried to solve a Mathis problem or puzzle. Explanation is before an event, ex-anteEg. Actually teach something newWhat is taught is critical to children's understanding successEssence to further learningBasis for new knowledge

Three types of explanation Interpretative - explaining what something is. Eg. What is a koala bear. Explanations of issues of a factual nature. Answering "what" kind of questions Descriptive - what does it do? Explanations of processes, procedures, and structures. Answers "how" kind of questions. Reason-giving - why? Explanations which give reasons, motives, and justifications. Answers "why" kind of questions

Explanations are organised in either inductive or deductive. Inductive is examples of specific and moves to generalised. Deductive goes from generalised and moves to specific. Eg. Bird watch excursion. We see wide range of birds. Wood ducks are grey, magpies are black, all swines are white. We then conclude all swines are white. This is a inductive type of explanation....we go example, example, example then we conclude. If we say all swines are white, then we head out and we see yes, white swine, white, swine. Yep. We go for general to specific - deductive

How do you structure an explanation lesson?-Clear introduction-present logical development, with examples-develop links between different parts-get feedback students -give a closing summary and conclusion

What principles Nd skills make a good explanation?-clarity and fluency-clear structure and organization-emphasis and interest-relevant teaching strategies and examples-feedback Planning explanation as a teaching strategyIdentify the point or issue to be explainedClearly state aspects of the issue in need of explanationSearch for and assemble data that informs teh situationOrganised the data in a set of logical statements or reasonsAssemble illustrations, examples and other cognitive aids 1 prepare the student 2 dialogue, discuss, or communicate the enabling information 3- derive an understanding 4 check that the explanation has been understood 5 summarize the key explanatory ex 6 conclude

Some teaching strategies that facilitate an explanationPictures- they speak 1000 words!!!Questioning. Use of examples Star questioning strategy - who, what, why, how, when, where.... Slide 49 of 56...... Thanks internals for mucking around so bloody much at start!!!