Teacher Directed Instruction
Teacher Directed Instruction
Two Main Components: the two components are
· Expository teaching and Question and
The descriptions of Expository teaching and questioning is basically a direct instruction, or textbook that can consist of the five elements which is Learning Objectives, New Materials, Guided Practices, Demonstrate closure, and independent practice.
Lecture elements are time efficient, passive that are rarely are engaging for learners.
I feel that using lecturing with some grade level can not be an affected way of learning with certain grades, especially at elementary level, students in elementary do more learning with hands on type of learning this may be to advance for them, as with middle school. But I do believe those student who will benefit from lecturing will be high school students especially seniors who are about to enter college. This will help them do their critical thinking skills. Lecturing is an effective way of teaching but we have to remember who will make a huge progress with higher grade level students.
Questioning: I think the Arthur is saying it does not matter how much you know or how many question you answer, if you listen than you can always learn something different, there might be a question asked and a way that you do not know the answer our the answer can be answered in a different way that will make the student question if they really know the answer. As it state in our text “effective questioning significantly contributes to student learning.
Higher order of Thinking
Teachers ask question so that student can think outside of the box per se, by allowing a student to pause before they jump and answer the question bluntly, this gives them a second to comprehend what the question is that was asked. By doing different steps to encourage an answer, this helps student to become more prepared for higher education. Inform them that there is no wrong answer. While allowing some student to work together This will allow both students to process the question more because each one will have a different answer and they can analyze it to get the correct answer. Let them use open ended question where there are several correct answers not just one.
Hansen, C.B., Buczynski, S., & Puckett, K.S. (2015). Curriculum and Instruction for the 21st Century. Bridgepoint Education.
Expository teaching and questioning are the two main components of direct instruction. The elements of expository teaching and questioning are to state learning objectives, present new material, provide guided practice and conduct learning probes, demonstrate closure, and perform independent practice. The most used element of expository teaching is lecturing. The advantages of lectures and disadvantages, as far as I’m concerned, vary depending on the age of the students being taught. Lectures have an advantage of transferring knowledge quickly to students and they give the teacher the advantage of having more control over what is being taught. Lectures tend to be more old school and that is a way in which many of older teachers were taught and therefore they teach that way as well. Some disadvantages of lectures is that they don’t work well for students that are not auditory learners. The majority of learners do better when getting information visually and this does not happen with the traditional lecture. Another disadvantage is when the instructor is presenting material in a lecture it can be delivered too rapidly and students can have a difficult time following along. Lastly, a disadvantage with lectures is that the instructor controls the class and students do not get to respond with what they are learning. There are times when a lecture is necessary especially for secondary school and college students. I think the younger the students the less effective a lecture would be. It is very important for younger students to have hands on experiences, to move around, and to learn from many different teaching strategies. For questioning it is imperative for instructors to find what their students are gaining from what is being taught. The DOK model, depth of knowledge, is growing in the use of curricular design and includes deeper content understanding through four different levels. Those levels are recall and reproduction, basic application of skills, strategic thinking, and extended thinking. By using this model instructors can assess what the students are learning.
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