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Teaching Third-Grade Students to Comprehend Anaphoric Relationships.
direct instruction vs basal reader program and a control
Baumann, J. F. (july 1986). Teaching Third-Grade Students to Comprehend Anaphoric Relationships: The Application of a Direct Instruction Model. Reading Research Quarterly, 21(1), 70-90.
Instructions need to be clear and information well communicated
Large portions of information is covered in segments.
All students included and receive individual attention when needed.
Time is allowed so all can reach goals.
Short assessments to gain understanding instead of long period examinations.
Direct instruction is not suited for less structured topics.
With demonstrations there is a chance for disengagement with the students.
Students may become passive learners- cognitive process already done for them.
Strict structure limits creativity of teachers and students.
A prepared teacher however can over come somw of these limitations these:
"Direct instructional guidance is providing information that fully explains the concept and procedures." - Kirschner 2007
"Systematic instruction for mastery of basic skills, facts and information." - Woolfolk & Margetts 2010
Direct instruction is a teacher telling, showing, demonstrating, modeling, the skill to be learned.
Anita Woolfolk/ Kay Margetts (2010). Teaching Approaches. Educational Psychology (2nd ed., pp. 474-477). Australia: Pearson. (Original work published 2010).
Baumann, J. F. (july 1986). Teaching Third-Grade Students to Comprehend Anaphoric Relationships: The Application of a Direct Instruction Model. Reading Research Quarterly, 21(1), 70-90.
Deanna Kuhn (2007) Is Direct Instruction an Answer to the Right Question?, Educational Psychologist, 42:2, 109-113.
John Sweller , Paul A. Kirschner & Richard E. Clark (2007) Why Minimally Guided Teaching Techniques Do Not Work: A Reply to Commentaries, Educational Psychologist, 42:2, 115-121.
P. Foreman, M. Arthur-Kelly, N. Butterfield, C. Gordon, G. Lyons (2013). Planning effective teaching strategies. In K. Gregory (Ed.), TEP248 Key Competencies in Inclusive Education (4th ed., pp. 143). Sydney, Australia: Cengage.
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Used best when students need to master essential concepts and skills and can apply them in different settings.
examples of skills:
Image by Tom Mooring