I Do It, We Do It, You Do It!

In class this week, we have been going over Direct Instruction, a teacher-centered strategy that utilizes teacher explanation, demonstration and modeling. The lesson is broken down into three sections: anticipatory set, development and closure. I really enjoyed Dr. Smirnova's breakdown of the development section. First there is "I do it" where the teacher directly teaches. this is where you present new material by presenting demonstrating and modeling. Next is "We do it together" where you provide the students with guided practice, which is very controlled. Finally there is "You do it" which is independent practice. This is done once the task has been mastered. This template makes development very easy to understand and easier to plan. We will be using this method this week to teach a lesson, so we will see!

Automaticity...Like Riding a Bike!

Automaticity is the ability to do things without occupying the mind with the low-level details required, allowing it to become an automatic response pattern or habit. It is usually the result of learning, repetition, and practice.

Some examples of automaticity would be riding a bike or driving a car, things that we are able to do without thinking about it. This is the point we want our students to reach through direct instruction. Teachers will first break a new subject up into sub skills, bridging new knowledge to old. The next step would be to present lots of examples and then to model. Finally, providing prompts and cues and lots of repetition and practice, the student will hopefully reach automaticity with that new subject.

Understanding Models, Strategies and Methods

Models, Strategies and Methods are always confusing to me until I see them presented in a diagram. I have reviewed them again and this is my understanding. Teachers use Models to select the Strategies, Methods and Skills to deliver curriculum. This includes information-processing, behavioral, social interaction and personal. Within each model, teachers are encouraged to use several strategies to meet their goals and to involve all types of learners. The different strategies include direct, indirect, interactive, experiential and independent study. Methods are more specific and involve such practices as lectures, case studies, cooperative learning, learning contacts and more. All of these methods may be in a variety of different strategies. Using all three is how a teacher selects the instructional practice to use. I should probably just keep a diagram in my wallet!

Learning to Change and Changing to Learn

The video Learning to Change and Changing to Learn from my Methods class was very interesting. It stated that in one survey taken of the most ineffective jobs, teaching ranked among the lowest, right below coal mining! One of the reasons is that teachers aren't embracing technology. Today's kids are brought up emailing, twittering, texting, and using social networking sites. They are immersed in a world of technology until they reach the classroom and then it is all about standardized tests and things that stifle creativity. Teachers have to accept that technology is not a choice, that it is here to stay! We need to be able to open the door to what is available online, to shift their academic experience and get them ready for a tech-savvy world. We need to teach students how to find information online, to validate it, to be able to collaborate with it and to problem solve with it.