Chapter 7
Description
Chapter 7 focuses primarily on direct instruction. The chapter emphasizes the steps an educator must take in order to provide direct instruction. The chapter also focuses on how students learn new concepts, and the importance of transferring that learning to a real-world setting.
Analysis
Slavin (2012, p 182) states that "Direct instruction is a teaching approach that emphasizes teacher control of most classroom events and the presentation of structured lessons." When using this approach the teacher must first state the learning objectives and let the students know what they are about to learn in that lesson (Slavin, 2012). The teacher should also review any prerequisite materials at the beginning of the lesson (Slavin, 2012). Next, the teacher can present the new information in an organized manner that promotes engagement (Slavin, 2012). The teacher must then conduct question the students to give the teacher feedback and allow students to communicate their thoughts (Slavin, 2012). Next, students will work on independent practice which should be designed to help them practice their newly learned skill (Slavin, 2012). The teacher will assess the student at the end of the lesson. Finally, the teacher provides distributed practice, homework, or review (Slavin, 2012).
Slavin (2012) states that much of principles discussed above are based on process-product studies. This is where teachers who have success in the classroom are observed. The information from these observations help form these principles.
Slavin (2012) goes on to state that most lesson involve learning a new concept. A concept can be learned in two ways. These are learning by observation or learning by definition. Slavin (2012) also stresses the importance of students to be able to transfer learning to real-life activities. Slavin (2012) states that transfer of learning depends on how the information was learned originally and how closely it relates to the new situation.
Slavin (2012) states that much of principles discussed above are based on process-product studies. This is where teachers who have success in the classroom are observed. The information from these observations help form these principles.
Slavin (2012) goes on to state that most lesson involve learning a new concept. A concept can be learned in two ways. These are learning by observation or learning by definition. Slavin (2012) also stresses the importance of students to be able to transfer learning to real-life activities. Slavin (2012) states that transfer of learning depends on how the information was learned originally and how closely it relates to the new situation.
Reflection
As educators, we plan lessons all the time. We know the basic steps to a lesson. We've known these steps since undergrad. However, this chapter really delved into each step and why it is important in direct instruction. This chapter also provided the origin of these steps. Now I feel like I am not just blindly following steps, but I know they are rooted in research.
One part that was missing from the steps that I feel is very important in first grade is guided practice. I think it is important for young students to practice with a peer, in a group, or even with the teacher before they try the skill on their own. This will increase confidence and motivation when the student has to try the skill on his/her own.
I liked how the author stressed the importance of transferring information into a real-world setting. Sometimes we get so caught up in the standards and preparing students for a test or even the next grade, we forget the actual purpose of learning. We want our students to be able to function in the world around them with well-rounded knowledge. We must maintain this goal as we are teaching so we don't get in the rut of teaching to the test.
I also liked how Slavin (2012) pointed out that how well transfer of learning happens depends on how the informations is learned and how closely it relates to the real-world. This makes me think of depth of knowledge and creating relevant lesson plans. If students have a deeper depth of knowledge about a topic, they will be more likely to transfer that learning into the real world. Also, if the learning is relevant to the students' lives, transfer of learning will occur.
As educators, we plan lessons all the time. We know the basic steps to a lesson. We've known these steps since undergrad. However, this chapter really delved into each step and why it is important in direct instruction. This chapter also provided the origin of these steps. Now I feel like I am not just blindly following steps, but I know they are rooted in research.
One part that was missing from the steps that I feel is very important in first grade is guided practice. I think it is important for young students to practice with a peer, in a group, or even with the teacher before they try the skill on their own. This will increase confidence and motivation when the student has to try the skill on his/her own.
I liked how the author stressed the importance of transferring information into a real-world setting. Sometimes we get so caught up in the standards and preparing students for a test or even the next grade, we forget the actual purpose of learning. We want our students to be able to function in the world around them with well-rounded knowledge. We must maintain this goal as we are teaching so we don't get in the rut of teaching to the test.
I also liked how Slavin (2012) pointed out that how well transfer of learning happens depends on how the informations is learned and how closely it relates to the real-world. This makes me think of depth of knowledge and creating relevant lesson plans. If students have a deeper depth of knowledge about a topic, they will be more likely to transfer that learning into the real world. Also, if the learning is relevant to the students' lives, transfer of learning will occur.
Reference
Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson Education.
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