Entry #4: Direct and Student-Centered Instruction
Dear Diary,
This week's focus is on direct and student-centered instruction. Both methods of teaching have differences, benefits, and challenges that can be overcome through intentionality and preparation.
Direct instruction is described as "lessons in which teachers transmit information directly to students, structuring class time to reach a clearly defined set of objectives and efficiently as possible" (Slavin, 2020). This method for instruction is most suitable for teaching important information and skills students are required to master (Slavin, 2020). Typically, lessons where direct instruction is necessary follows a particular format which includes:
-introducing learning targets, which is used to establish the seriousness of what is being taught.
-addressing prior knowledge or prerequisite skills, which ensures students are ready to proceed to the next level make connections with what has previously been taught.
-teaching the new concept, which is where lesson clarity is emphasized and achieved through thorough explanations, demonstrations, and illustrations (Slavin, 2020).
-asking questions to gauge levels of understanding. More effective methods for questioning include allowing an appropriate amount of wait time for responses and randomizing the call order of students. Teachers should ask questions using different levels of rigor, and avoid ignoring answers or incorrect responses.
-providing opportunities for students to practice independently. Teachers should be careful with the tasks they choose for students to complete, as independent assignments should not be given if students are not confident in the content they are practicing. Independent assignments should be short, but meaningful, and monitored with explicit instructions (Slavin, 2020).
-providing feedback, which allows teachers to assess the effectiveness of the lesson. From here, intentional teachers focus on opportunities for reteaching, or proceeding to the next topic.
-providing opportunities for review. This includes providing opportunities for students to develop academic ownership by assessing their own work.
In terms of using the method of direct instruction, the idea is for the lessons to be well-organized and logical to help students be invested in what is being taught.
Student-centered instruction is supported by the Constructivist Theory, which explains that students establish their own way for learning, and that knowledge cannot actually be given to them. Teachers promote this by making content relevant to their students. This can also be achieved by encouraging students to use purposeful resources, tools, and methods for learning (Slavin, 2020).
In terms of math-related concepts, the constructivist approach suggests initiating lessons that allow students to use prior knowledge to problem solve, then teach more formal lessons after the process has been completed. Specific method for instruction that illustrate more constructivist approaches include learning together, which requires students to work in groups of four or five, with an emphasis on teambuilding. Students are offered praise or rewards for their contributions (Slavin, 2020).
I would like to highlight that research supports cooperative learning; however, suggests that each student my be held accountable, and evaluated based on their commitment to the group.
Teaching critical thinking skills can be achieved by following the acronym, IDEAL:
"I - Identify problems and opportunities.
D - Define goals and represent the problem.
E - Explore possible strategies.
A - Anticipate outcomes and act.
L - Look back and learn." (Slavin, 2020).
Reflection:
I've learned that although both are effective forms of teaching, direct and student-centered instruction serve two completely different purposes.
This year, I teach two levels of math: 8th grade, and Algebra 1. Regarding the context of my classroom, I implement more opportunities for direct instruction with my 8th grade students, while my students enrolled in Algebra 1 have more opportunities for student-centered instruction. The rationale for this is because a good portion of my 8th grade math students require modifications and accommodations to their instruction and practice opportunities. Also, because so many of the concepts are new material for them, I feel it is more beneficial to them for me to provide guidance and examples before offering opportunities to practice independently. For my Algebra 1 students, I use my best judgement when assigning student-centered instruction and tasks. Some topics are presented as new material; however, a good portion of their curriculum is based on concepts that should seem more familiar.
The readings for this week have given a new perspective on how to become a better, or more intentional teacher. Opportunities for student-centered instruction for both of my groups of students can be incorporated into daily lessons considering rigor includes allowing students to use their own reasoning and logic to solve problems. The chapters also mention teaching critical thinking skills, and student-centered instruction supports this process.
On a lighter note 🙂: Taking into consideration my preferences for instruction and classroom management, I must say for the sake of my peace of mind, incorporating student-centered instruction will require an abundance of preparation and organization. I plan to leave no room for assumption, or undesirable behaviors regarding my students. My opportunities for student centered instruction will be detail-oriented and highly engaging. Also, while perseverance and wait time is to be expected, I will be careful not to provide tasks in which my students will withdraw from due to frustration.
Comments
Post a Comment