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Student engagement in the culturally diverse classroom is promoted by accepting unique learner responses, reducing competitiveness, promoting pure interaction, and conveying a sense of nurturance and caring.
The students experience different cultures from the thoughts of their classmates. Which develops social framing.
1. Correct, quick, and firm
2. Correct but hesitant
3. Incorrect due to carelessness
4. Incorrect due to lack of knowledge
Examples help to make the experience more realistic, provides evidence, and includes all the characteristics of what they are discussing
For non-examples all the attributes needed are not present
Questions are used to guide and direct the discussion.
Indirect instruction uses them to get them thinking and form new ideas
Questions allow the students to make conclusions without very much assistance from the teacher.
Learner experience is more authentic and is the primary point of reference.
Student ideas encourage students to use examples from their own lives and share mental strategies.
Student ideas prompts students to associate material and relate it to the students interest.
Is used so the students take responsibility for their own instruction.
Students are able to provide reasons for their answers.
Encourages critical thinking
Promotes the cooperative reasoning that is necessary in a democratic society
Prompting
Verbal Prompts
Gestural Prompts
Physical Prompts
Least-to-Most Intrusive Prompting
Full-class Prompting
Modeling
The teaching of concepts, inquiry, and problem solving are different forms of indirect instruction that actively involve your learners in seeking resolutions to questions and issues while they construct new knowledge. Indirect instruction is an approach to teaching and learning in which the process is inquiry, the content involves concepts, and the context is a problem.
1. Monitor and Diagnosing
2. Presenting and Structuring
3. Guided Student Practice
4. Providing Feedback and Correcting Errors
5. Teaching Mastery
6. Review over time
Is best when your purpose is to disseminate information not readily available from software, texts, or workbooks in appropriately sized pieces.
Another time to use direct instruction strategies is when you wish to arouse or heighten student interest.
Indirect instruction is mainly student-centered. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems.
In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry (Martin, 1983).
Direct instruction is a teacher-centered or software-centered strategy in which you and/or the computer is a major information provider
In the direct instruction model, facts, rules and action sequences are presented to students in the most direct way possible.
According to constructivist theories, indirect instruction is important because knowledge results by forming rules and hypotheses about "reality" from one's own perspective.
A group of strategies for teaching knowledge acquisition involving facts, rules, and action sequences.
An approach to teaching and learning in which concepts, patterns, and relationships are taught in the context of strategies that emphasize concept learning, inquiry learning, and problem-centered learning.