Journal #4

 Educational Psychology Chapter 7: The Direct Instruction Lesson 

Journal #4 

Chapter seven focused on direct instructional learning. Throughout this journal entry I will be discussing and responding to the following questions. 

• How did you feel about the concept?

• How is this concept significant concerning the context of your classroom? 

• How might you use what you learned to become a better teacher? 

• If this event sparked additional questions, what are they and what actions will you take to address them? 

• After researching your additional questions, what information knowledge and or skills did you gain?  

    To begin, I feel direct instruction is an effective way to delivery instruction. Slavin defines, “Direct instruction is used describe lesson in which teachers transmit information directly to students, structuring class time to reach a clearly defined objective as efficiently as possible” (p.166). The concept of direct instruction can be used in my classroom. Before starting I must ensure a positive learning environment with my student’s minds at peace but focus enough to take the lesson seriously. To apply direct instruction, I must but the theory of direct instruction in place by responding to seven steps that focus on mastering the direct instruction approach. Direct instruction is achieved in 7 sequential steps.  Step one focuses on what the student will know, the learning outcomes, and ways to identify if the learning was achieved (Slavin, 2021, p.170). One way I can achieve this is by providing my students the learning objective. Step two focuses on determining the prerequisites for the skill and determining if the students have mastered them (Slavin, 2021, p.170). One way I can achieve this is by giving my students a pre-test before the unit begins. Step three focuses on the activities and experience that I will create as a teacher to help my students acquire the skill. One way I can achieve this step is by choosing differentiated ways to present new information and materials that make logical sense. For example, I would not teach two-step equations and then teach one-step equations, I would teach them in the reverse order. 

    Step four focuses implementing ways to keep students interested, motivated, provide ways for them to give feedback (Slavin, 2021, p. 170). One way that I can do this is by creating scenarios where they must solve small problems together and share out as a group. I can also incorporate technology for the feedback such as QR codes for them to scan and respond to a question that focus on the content. Step five focuses on which books and materials be used for the class along with considering the rigor level of the materials and level of books. This is in my opinion the most important step. In my class alone I have students who read from kindergarten level up to third grade. I teach third and fourth grade so when I am preparing to teach a grade level standard, I have to choose differentiate materials that are still on topic with the standard in order for my students to get the full scope of learning. Some students may get seat work others may get a read aloud partner, and there are times when I work one-on-one with students. Basically, I do my best to accurately meet my students where they in order for them to mastery the new skill. Step six focuses on teaching methods. For example, will I use reading, lectures, role playing, video viewing, or writing assignments (Slavin, 2021, p. 170). Step seven focuses on participation structures and individual and whole group performances.  This could be achieved through homework, teaching models (whole group, small group instruction) and grouping (cooperative learning, tiered groups).

    I can use the information gain to become a better teacher by continue to find ways to engage participation. One of my favorite ways to gain participation during direction instructions is through learning probes. Probes work by posing questions to determine their level of understanding and clear up misconceptions (Slavin, 202, p. 174). The text gave some examples of putting students’ names on popsicle sticks so that they are randomly selected when posing questions. I personally like to use these types of questions as openings and closing. My opening question is generally whole group, listed on a PowerPoint presentation at the beginning of the lesson. I randomly select students to respond like with the popsicle stick or allow the students to volunteer to raise their hand and respond.  Maintaining attention is important during instruction because lectures can be boring and cause students to loose attention and focus (Slavin, 2021). The use of videos and humor can be beneficial during direct instruction. My closing questions is generally individual response, sometimes writing in their interactive notebook or maybe scanned in through a QR. I look at the percentage of the correct answers verses incorrect to determine if I will use the previous day’s closing as an opening for the following days lesson. 

    One think that I gained knowledge about wait time. Research has found that teachers tend to give up too rapidly on students who they perceive to be low achiever, a practice that tells those students that the teacher expects little from them (Slavin, 2021, p.177).  I am going to pay more attention to this and be more intentional. Even if I don’t think the students knows the answer I can adjust the questions. All students can add something to the discussion and if it is wrong, I can clear up the misconception in a kind way. This also sparked a question, I wonder how long I should wait before moving on. I learned from Slavin, “waiting six seconds had a small negative affect on achievement” (p. 177).  I want a caring and positive classroom environment, so I am going to do my due diligence and wait. 

Slavin, R. E. (2021). Educational psychology: Theory and practice (13th ed.). Hoboken, NJ: Pearson Education.