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Matrix-Direct Instruction Model

Direct Instructional Model is a model that teachers use to demonstrate and explain information and to combine with the student's practices and feedback.

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132 views

Matrix-Direct Instruction Model

Direct Instructional Model is a model that teachers use to demonstrate and explain information and to combine with the student's practices and feedback.

Uploaded by

api-313394680
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Hierarchic: 4 Main Ideas

Box frame

s
TM

Makes Sense
Sense Strategies
Strategies
Makes

2008 Edwin Ellis, All Rights Reserved Published by Makes Sense Strategies, LLC, Northport, AL www.MakesSenseStrategies.com

Name:

Date:

DirectInstructionalModel

Isabout
..

Amodelthatteachersusetodemonstrateandexplaininformationandtocombinewiththestudentspracticesandfeedbacktohelpthelearnersacquirea
higherknowledgeandskillsfortheirlatereducation.
Mainidea

TheoreticalFoundation

Demonstrationsandexplanations
combinedwithstudentpractice
andfeedbacktohelplearners
acquireswelldefinedknowledge
andskillsneededforlater
learning.
Emphasisonthinkingand
understanding
Increasesstudentmotivation
Focusonthelowachieversand
studentswithexceptionalities
Helpsattainskillsforslower
learningstudents
Teachersdemonstrateand
explaininformationtolaterbe
abletocombinewiththe
studentspracticesandfeedback.
Laterbeabletoacquirehigher
knowledgeandskills

Mainidea

Planning

Identifytopics:
Teachersidentifyobjectivesthe
studentsareexpectedtolearn.
Specifylearningobjectives:
Developingthorough
understandingofknowledgethat
providesafoundationof
knowledge.
Selectexamplesandproblems:
Highqualityexampleshelpthe
studentsunderstandtheskilland
problemshelpstudentspracticeto
developabetterunderstanding
andretaintheinformationlonger.
Examplesalsohelpdevelopthe
conceptualfoundationsforskills
theywillpractice,togetherwith
problemstheywillsolveduring
thepractice.

Mainidea

Implementing

Modeltheprocess,studentspractice
methodsandincludefeedbackandsupport
Repeatedprocessandwhensatisfiedthe
studentscouldpreformontheirown,then
practiceindependentlyontheirown
IntroductionandReview:Grabattentionof
studentsandensuretheunderstandingof
priorknowledgeofskills.Example:Real
worldproblemsandaddingthempersonally
tothelesson.
Presentation:Developathorough
understandingofskills.Makeour
demonstrationsunderstandabletothe
students,connectingontheirlevelof
thinking.
GuidedPractice:Monitorthestudents
whilegivingsupport,bothusingfeedback
IndependentPractice:Eachstudent
practicesskillinclassanddoindependently
withhomeworkonceteacherseestheyare
successfulinclass.

Mainidea

Assessing/Motivation

Assessing:
Understandingandskillsbysolving
problemsthatrequirethemtoapply
theskillstheyhaverequired.
Memorizingissometimesused
ratherthangenuineunderstanding
Judgingcarefullytoselected
problemsforassessment,avoid
wordinginproblemsthatissimilar
towordingduringlearningactivites.
Motivation
Bywordingproblemsdifferentlyto
helpthestudentsbetterunderstand
thequestions
Usetoolsinterestingtostudents
(example:usingballoonsorother
handsonactivities)forlessons
Givebetterunderstandings,so
studentsdontmemorizematteand
actuallyunderstand

Sowhat?Whatisimportanttounderstandaboutthis?
TheDirectInstructionalModelfocusesontheoverallthinkingandunderstandingprocessesstudentsencounterduringaparticularlesson.Theteachermustgothrough
afewsteps,suchasplanningouttheimportanttopics,implementingbyintroduction,presentation,guidedpractice,andindependentpractice.Intheendtobeableto
assestheoverallunderstandingandskillstobeabletoknowandnotmemorizetheinformationgiven.

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