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Commission On Higher Education Region V (Bicol Republic Colleges of Guinobatan, Inc. Graduate School

Direct instruction is a teacher-directed instructional method where the teacher explicitly presents content to students. It is best used in subjects like reading, math, and spelling. When using direct instruction, teachers provide daily reviews, present new material, guide student practice, give feedback, and have students do independent practice with weekly and monthly reviews. Creative teaching involves delivering instruction in novel ways to promote student growth in original thought and action. To develop student creativity, teachers can create a supportive environment where students feel comfortable taking risks. Teachers can also encourage autonomy, reframe assignments to promote creativity, give feedback on student creativity, and incorporate creative activities into lessons like experiments and illustrated books.

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67 views

Commission On Higher Education Region V (Bicol Republic Colleges of Guinobatan, Inc. Graduate School

Direct instruction is a teacher-directed instructional method where the teacher explicitly presents content to students. It is best used in subjects like reading, math, and spelling. When using direct instruction, teachers provide daily reviews, present new material, guide student practice, give feedback, and have students do independent practice with weekly and monthly reviews. Creative teaching involves delivering instruction in novel ways to promote student growth in original thought and action. To develop student creativity, teachers can create a supportive environment where students feel comfortable taking risks. Teachers can also encourage autonomy, reframe assignments to promote creativity, give feedback on student creativity, and incorporate creative activities into lessons like experiments and illustrated books.

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raymart
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Republic of the Philippines

Commission on Higher Education


Region V (Bicol
REPUBLIC COLLEGES OF GUINOBATAN, INC.
GRADUATE SCHOOL
G. Alban Street Iraya, Guinobatan, Albay

EDUC 211 (Methods and Strategies in Teaching)


Output No. 5 and 6
Name of student : RAYMART N. NAAG
Professor : MRS. ERLINDA A. CRISOSTOMO
Date of submission : October 2, 2021

5. Direct Instruction
a. Why is direct instruction teacher-oriented?
The role of teacher in Direct instruction is very important. The teachers use
explicit teaching techniques to teach a specific skill to their students. This type of
instruction is teacher-directed, where a teacher typically stands at the front of a
room and presents information. Direct instruction is teacher-oriented because the
role of a teacher during direct instruction is that of a controller, organizer, and
expert. Supporters of direct instruction point to the fact that it helps students
develop their deductive reasoning, which is reasoning from the general to the
specific. When using direct instruction, a teacher presents a general principle or
rule, like how to add. Then, she has students work with specific examples to see
that principle in action.
b. In what subject is direct instruction best used? Why?
Direct instruction is an active, reflective approach to instruction that breaks
learning into smaller steps with scaffolding, leading towards students’
independence and mastery. Direct instruction best used in reading, mathematics
and spelling.
c. In using this method, what does it require?

 Daily reviews
 Presentation of new materials
 Guided practice
 Corrective feedback
 Independent practice
 Weekly and monthly review

6. Creative Teaching
a. What is creative teaching?
Creative teaching is thinking about the necessary aspects of learning – the
‘must do’ content and skills that children need and turning them on their heads.
The act of teaching in a novel and useful way that promotes student growth
related to the development of original thought and action. Creative
teaching focuses both on the methods a teacher uses to deliver learning and the
overall effect those methods have on students and the outcomes produced.
b. How will you develop the creative skills of your students?

Creativity requires a safe environment in which to play, exercise autonomy,


and take risks. As teachers, it’s up to us to establish this kind of supportive
classroom. Here are some suggestions for how to develop and nurture your
students’ creativity:

 Create a compassionate, accepting environment.  Since being


creative requires going out on a limb, students need to trust that they
can make a mistake in front of you.
 Be present with students’ ideas.  Have more off-the-cuff
conversations with students. Find out what their passion areas are,
and build those into your approach.
 Encourage autonomy.  Don’t let yourself be the arbiter of what “good”
work is. Instead, give feedback that encourages self-assessment and
independence.
 Re-word assignments to promote creative thinking.  Try adding
words like “create,” “design,” “invent,” “imagine,” “suppose,” to your
assignments. Adding instructions such as “Come up with as many
solutions as possible” or “Be creative!” can increase creative
performance.
 Give students direct feedback on their creativity.  Lots of students
don’t realize how creative they are, or get feedback to help them
incorporate “creative” into their self-concept. Explore the idea of
“creative competence” alongside the traditional academic competencies
in literacy and mathematics. When we evaluate something, we value it!
Creating a self-concept that includes creativity.
 Help students know when it’s appropriate to be creative.  For
example, help them see the contexts when creativity is more or less
helpful—in a low-stakes group project versus a standardized state
assessment.
 Use creative instructional strategies, models, and methods  as
much as possible in a variety of domains. Model creativity for
students in the way you speak and the way you act. For example, you
could say “I thought about 3 ways to introduce this lesson. I’m going to
show you 2, then you come up with a third,” or show them a personal
project you’ve been working on.
 Channel the creativity impulses in “misbehavior.”  For students
who are often disturbances, see if you notice any creativity in their
behavior. Perhaps that originality could be channeled in other ways?
 Protect and support your students’ intrinsic motivation.  Intrinsic
motivation fuels creativity.  Several  studies  have shown that relying
on rewards and incentives in the classroom can undermine intrinsic
motivation to complete a task—an effect called “overjustification.” To
avoid this, Beth Hennessey, a professor of Psychology at Wellesley
College, suggests that educators try to limit competitions and
comparison with others, focusing instead on self-improvement.
Experiment with monitoring students less as they work, and provide
opportunities for them to pursue their passion when you can.
 Make it clear to students that creativity requires effort.   The
creative process is not a simple “aha” that strikes without warning. Tell
students that truly creative people must imagine, and struggle, and re-
imagine while working on a project.
 Explicitly discuss creativity myths and stereotypes with your
students.  Help them understand what creativity is and is not, and
how to recognize it in the world around them.
 Experiment with activities where students can practice creative
thinking.  Many teachers have suggestions for creative activities
they’ve tried as warm-ups or quick breaks.  “Droodles,” or visual
riddles, are simple line drawings that can have a wide range of
different interpretations, and can stimulate divergent thinking.
“Quickwrites” and “freewrites” can help students to let go of their
internal censor. As part of reviewing material, you could have kids
use  concept cartooning, or draw/design/paint visual metaphors to
capture the essence of complex academic information.

c. What activities can be incorporated into the lesson that can develop
students’ creativity?
Creativity is the most difficult thinking skill to acquire, and also the most
sought-after. We value it in our music, entertainment, technology, and other
aspects of our existence. We appreciate and yearn for it because it enriches our
understanding and can make life easier. Creativity always starts with
imagination, and history shows that many things we imagine are later actually
created.
When designing learning experiences, teachers can plan and frame
curriculum and provide tools that give students options, voice, and choice in
order to enable them to be creative. In my work in schools, I’ve found four things
that successful teachers do to develop creativity in their students.
1. Set up learning activities that allow students to explore their creativity in
relevant, interesting, and worthwhile ways. Classroom example: Fourth-grade
students are presented with a sample of rocks. They are to devise tests to
determine what kind of rocks they have based on the definitions they’ve studied.
Students find their own ways to determine differences in hardness, color, and
shapes.
Another classroom example: A kindergarten class creates a new illustrated book
each week that celebrates a different member of the class or an adult at the
school. Each book is full of pages drawn by each student. They have the full
liberty of depicting what the person likes and how they perceive him or her.
2. Value creativity and celebrate and reward it. Classroom example: Third-
grade students are learning about polygons and to see if they know the concept,
the teacher takes them outside and gives each student a sidewalk chalk. Each
student is given the task of drawing several examples of polygons on the
driveway.
Once the students have accomplished this, the teacher tells the students to
transform those shapes into something they love. The students want to show
everyone their geometric-based kittens, robots, and dragons and then have an
opportunity to explain to the whole class why they liked them.
3. Teach students the other skills they need to be creative. Classroom
example: A second-grade class is learning about the concept of freezing. The
teacher asks one question to get them started, “Does only water freeze?” The
students then design an experiment to determine what other things freeze. The
limit is that they can only use what they have in the classroom at the time.
The students come up with a list of things that they will leave outside to see if
they freeze: water, juice, vinegar, glue, glass cleaner, toothpaste, and paper.
Some suggestions they decide are already solids and shouldn’t go outside:
pencils, erasers, and books (but somehow paper stays on the test list). The next
day, they discuss their findings and have engaging conversations about why the
paper is stiff and the vinegar has not frozen.
The initial discussion among students about what might freeze fosters skills
such as advocating for one’s ideas and compromising. The follow-up discussion
encourages deductive reasoning and active listening.
4. Remove constraints for creativity and give the students space and a
framework in which they can be creative. Classroom example: A sixth-grade
class produces Halloween costume plays. In order to wear costumes to school,
the students have to write a play that incorporates each of their characters into a
plot and then present the play. For instance, they have to come up with how a
giant soda can and the superhero Wonder Woman will interact. The students
love the challenge.

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