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Read this free ebook by Jayla R. Find thousands of free educational ebooks for classroom use at read.bookcreator.com

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3. Observation Series Final Thoughts.pdf

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2. Effective Teacher Observation Series Options.pdf

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1. Effective Teacher Observation Series Standards and Objectives.pdf

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Tutorial How To Develop a Digital Journal

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Tutorial How To Develop a Digital Journal

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Effective Teacher Observation Series Digital Journal

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Effective Teacher Observation Series Digital Journal

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Alissa Thomas

Alissa.thomas@hcps.org

Office Site: Edgewood High School

Harford County Public Schools

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Gia Marie Ristvey

gristvey@talbotschools.org

Saint Michaels Middle High School

Talbot County Public Schools

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Rebecca Talbott

rtalbott@bcps.org

Eastern Technical High School

Baltimore County Public Schools

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Backwards Mapping Lesson Planning Template

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Backwards Mapping Lesson Planning Template

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Choosing Resources Project Grading Rubric

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Choosing Resources Project Grading Rubric

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Using Resources for Instruction Presentation

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Using Resources for Instruction Presentation

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ALTERNATE - Indirect Instruction Presentation

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ALTERNATE - Indirect Instruction Presentation

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Standards, Goals, and Objectives Overview

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Standards, Goals, and Objectives Overview

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How to do Direct Instruction - TeachLikeThis

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Direct instruction refers to an instructional approach that is teacher-centered. Lessons are structured and involve the teacher disseminating information to students in a unidirectional path.
An example of direct instruction is the traditional lecture format in universities. The teacher lectures regarding a specific topic while students diligently take notes.

Although this may be what most people think of when hearing the term "direct instruction", it is actually a quite narrow definition.

Direct instruction encompasses a much broader array of teaching techniques. For example, using a video to convey key points in a lesson is also direct instruction because it is the teacher that selected the video.

In practice, teachers incorporate a degree of direct instruction in most lessons, even when they involve other instructional strategies.

Direct Instruction Examples

1. SMART Learning Objectives
Learning objectives are specific statements regarding what students should be able to do or an action they should be able to perform at the end of the lesson.
Identifying learning objectives is an excellent way for teachers to align instructional content with curriculum standards and assessment procedures.

Because objectives are determined by the teacher, this is considered an example of direct instruction.

Learning objectives should be guided by SMART, which stands for:

Some modern educational approaches allow students to set their own learning objectives.

This helps students feel empowered and increases their sense of responsibility for their own learning.

However, there are many instructional scenarios where it is best that the teacher identifies the learning objectives.
See More: 55 Learning Objectives Examples
2. The Detailed Class Outline
Some teachers and professors like to write a detailed outline on the board before starting class. The outline identifies the main subjects of that day's lesson and the various facts and concepts associated with each heading.
This helps organize the information for students. They can see how the different concepts are grouped together and relate to other key subjects.

Seeing how material is organized is extremely important for understanding, especially if there are many similar concepts involved.

The more complicated the subject, the more valuable the outline.

Outlines can also contain examples. This allows students to process information more deeply and provides context for abstract concepts.

A conclusion at the end of the outline provides a summary of key points and highlights main concepts.

3. Think Aloud When Working Through Computations
Math is an intimidating subject for many students. Especially high-level subjects such as Calculus. Those computations can get quite complicated. For a lot of students, teachers simply go through the calculations too quickly; they just can't follow along.
This is why thinking aloud is a form of direct instruction teachers can use that can be extremely effective.

When the teacher thinks aloud as they go through each step in the line of a complex equation, it has several benefits.

First, it helps students understand the logic behind each particular step and how the teacher eventually arrived at the solution. This leads to a much clearer understanding and a deeper level of processing.

Secondly, by thinking aloud, the teacher will go at a pace that is more appropriate for students.

In most cases, the teacher has performed those calculations so many times that they really don't have to think about what they are doing. This can lead to them going far too fast for beginners.

Thinking aloud forces the teacher to go at a much more reasonable pace.

4. Modeling Techniques in Art Class
Showing students how to perform a certain action is called modeling. It is an example of direct instruction completely controlled by the teacher. The teacher slowly and methodically displays the movements that are needed to obtain the desired results.
Modelling is a fundamental teaching technique in art class. Showing students how to create a specific effect by turning the brush a certain way and applying a certain degree of pressure are key to students developing those skills themselves.

The art teacher will often model the stroke and think aloud simultaneously so that students understand how the action is executed.

Although students could also learn by experimenting and exploring on their own, it is far more efficient to receive direct instruction from an expert.

5. Demonstrations in Physics
Concepts in physics are usually abstract and complex. Hearing an instructor's explanations can sometimes be confusing and difficult to follow, especially if there is a lot of technical jargon involved.
This is when demonstrations can be very helpful. Seeing abstract concepts in action in the physical world facilitates student understanding.

For example, using a wind tunnel to demonstrate aerodynamic properties will help students see with their own eyes how the mathematical formulas function in the real world.

A good demonstration will involve the teacher adjusting variables to show how different results are obtained. The angle of a wing could be changed from one demonstration to the next so that students can see how important that factor is in effecting lift or direction.

During the demonstration, the teacher provides the appropriate explanations of what is happening.

6. Instructional Chunking
Chunking is a term used in teaching to refer to the breaking down of complex tasks into steps. It can be a form of direct instruction when the teacher asks students to complete one step, then the next, then the next, in very explicit order.
To ensure students are learning, the teacher will pause at certain key points and walk around the class. By checking on each student's progress, they can help students that need guidance and ensure that everyone is on the same page.

This is a form of direct instruction when the instructor chooses the information to be learned, the specific steps in the lesson, and provides explicit verbal instructions while taking the students through the necessary steps. The students don't get a chance to go off in their own creative direction.

7. The Gradual Release of Responsibility Model
Although it is tempting to try to put a single label on any given instructional approach so that it is easily classifiable, the reality is that any one lesson may contain elements of several methodologies. Case in point: The Gradual Release of Responsibility model.
Gradual release of responsibility involves the teacher transferring responsibility for learning from themselves to the students (Fisher & Frey, 2013). The model contains four stages:

I Do...teacher models the lesson objective

We Do...guided instruction involving teacher and students

You Do Together...collaborative learning in small groups or pairs

You Do Alone...students practice independently

The first step is direct instruction where the teacher models the goal behavior and provides the necessary verbal explanations.

Gradually, the students take more control of the learning process until they are able to perform the tasks without assistance.

Gradual release of responsibility is another great instructional strategy for any teacher's toolbox.

8. As Preparation for Experiential Activities
Experiential learning involves students participating in an activity that requires the use of specific skills or abilities. Students engage in hands-on activities that give them an opportunity to learn those skills by practicing. It is often called "learning by doing".
Before the activity is begun, the teacher usually provides direct instruction regarding the objectives, the process, and what skills will be exercised.

Sometimes those instructions are brief, but sometimes the activity requires more detailed explanations. So, the teacher may need to define key concepts or even demonstrate specific skills.

Although the teacher does not play a central role in the experiential activity itself, they help students prepare for the lesson by directing their focus on key elements of the learning objectives.

9. Teaching Phonics
There are many techniques to teach phonics to young learners, and most involve direct instruction.
The teacher has to model the sounds that each letter makes first so that children will understand what those lines on paper actually represent.

Once the basics have been learned, then the teacher can move to the next step and teach students how to read simple CVC words.

A demonstration is the first step. The teacher will point to each letter, pronounce it, and then put all the letters together to produce a single word.

10. Scaffolding
Scaffolding is when the teacher arranges the sequence of learning steps so that each one builds upon the skills obtained at the previous stage. It inherently involves teacher instruction and guidance followed by student-centered work.
While scaffolding is seen as a student-centered approach, it does nonetheless have direct instruction features. The teacher needs to be there to help and instruct the student through a task, and only once the student understands, can the teacher start withdrawing support and allowing the student to take the lead.

Although the concept of scaffolding originates from Vygotsky's Zone of Proximal Development (ZPD), the term comes from Dr. Jerome Bruner, who defined scaffolding as a process "that enables a child or novice to solve a task or achieve a goal that would be beyond his unassisted efforts" Wood et al. (1976, p. 90).

Pros and Cons of Direct Instruction

Clarity: Instruction is clear and explicit, which helps the students to know exactly what to do and doesn't miss any steps.

Passive learning: The student starts off as a passive learner. They sit and listen to the teacher rather than actively completing a task.

One-to-many: Direct instruction often takes place in one-to-many instructional settings like university lectures, which can help get information to a large group at one time.

Teacher-Centered: It mostly involves the teacher talking and guiding, meaning it can be harder to receive feedback from students.

Replicable: Direct instruction tasks can be repeated over and over again because they're often in the form of a list or recipe that has clear guidelines.

No Trial and Error: Constructivist theory holds that students should learn through trial and error rather than simply following pre-set directions.

Recordable: As direct instruction is mostly teacher-centered, it can be recorded and replayed over and over again for students.

Lacks verbal exchange: Sociocultural theory holds that students often learn best through verbal exchange where they can talk through nuances, while direct instruction doesn't allow the back-and-forth required for contextualized learning to occur.

Conclusion

Direct instruction may be teacher-centered, but in many instructional scenarios, it is an absolutely necessary first step.

Teachers use direct instruction when they identify learning objectives, provide students with an outline of the day's lesson, and model or demonstrate abstract concepts.

Direct instruction can also be applied as a first step to set the stage for another instructional approach. For example, a teacher may define specific concepts needed for an experiential activity.

Gradual release of responsibility starts with direct instruction and then gradually transfers the instructional focus to the students until they can perform independently.

Direct instruction is both necessary and valuable in just about any learning scenario.

References

Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. New York, NY: Longmans, Green.

Chatterjee, D., & Corral, J. (2017). How to write well-defined learning objectives. The Journal of Education in Perioperative Medicine: JEPM, 19(4), E610.

Fisher, D., & Frey, N. (2013). Engaging the adolescent learner: Gradual release
of responsibility instructional framework. Newark, DE: International Reading Association.

McLeskey, J., Billingsley, B., Brownell, M. T., Maheady, L., Lewis, T. J. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, 40(6), 331-337.

Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.

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Dave Cornell (PhD) and Peer Reviewed by Chris Drew (PhD)

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Direct instruction refers to an instructional approach that is teacher-centered. Lessons are structured and involve the teacher disseminating information to

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Intro To DI: What is Direct Instruction?

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ALTERNATE - Direct Instruction Presentation

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ALTERNATE - Direct Instruction Presentation

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Criterion and Norm Referenced Score Reporting:  What is the difference?

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Criterion and Norm Referenced Score Reporting:  What is the difference?

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Assessment and Curriculum for Students with Disabilities

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Assessment and Curriculum for Students with Disabilities

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Criterion vs. Norm Referenced Assessment

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Criterion vs. Norm Referenced Assessment

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Criterion vs Norm Referenced Assessment: Examples & Evaluation

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Assessment and Evaluation:  What is the Difference?

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Assessment and Evaluation:  What is the Difference?

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Standardized testing has been both criticized and applauded by educators, politicians, principals, teachers and students. While some find the tests to be superficial and unnecessary, others insist that they are crucial to measuring long-term potential in students. Here, the educational technology experts at Schoolmart weigh in on the standardized testing debate. The Benefits of Standardized Testing Consistency in Education
The stated goal of standardized testing is to assess a consistent set of skills for each grade level across the United States. This helps to ensure that every student, regardless of the school district in which they reside, receives a well-rounded, quality education that is very similar to the education a child in the same grade receives in a different school. If a family decides to move to a different school district, they can be confident that their child will be able to easily transition to a different classroom. This also allows educators, parents and legislators to compare test scores across schools, districts and even states, which can help to determine which areas require more funding or focus.
Objective Results
Computers are used to grade the multiple-choice portion of standardized tests, ensuring students tests are graded fairly and accurately. Even when a person is used to grade written response portions of the exam, the grader does not personally know any of the students whose tests they are grading, and so objectivity is maintained.
Analysis of Sub-Groups
After scores are compiled, the performance of various sub-groups on standardized tests can be analyzed. These sub-groups may be based on race, gender, ethnicity, socioeconomic status or disability. By analyzing the performance of sub-groups, initiatives can be created, or funding can be provided, to help address the improvement of scores in any sub-group.
Accountability and Recognition of Schools and Teachers
Standardized testing allows school districts to hold individual schools, and even teachers, accountable for the quality of the education they are providing to their students. If a school or teacher's class is consistently underperforming on the test, resources can be dedicated to helping to improve their scores. Additionally, if a school or teacher's class is consistently producing higher than average scores, it creates the opportunity for other educators to learn from them and improve the overall quality of education that is being providing.
The Drawbacks of Standardized Testing Standardized Tests May Not Provide an Accurate Picture of Student Ability
When a student takes any sort of test, it provides a snapshot of their ability on a particular day, and their score may not reflect their overall yearly progress, or general ability to understand the concepts being tested. If a student is feeling sick, stressed, or tired on the day a standardized test is given, this may negatively impact their ability to perform during the test, even if they would otherwise know and understand the concepts being tested. Some students may also exhibit chronic test anxiety, and therefore will not perform well under such stressful circumstances, regardless of how well they know the content.
Teachers May Only "Teach to the Test"
A common criticism of standardized testing is that-with increasing focus on standardized tests-teachers are forced to solely focus on test-related content, missing out on a lot of the other skills that go beyond the test. Such teaching styles may limit the creativity and excitement of the classroom, and leave students feeling bored or uninspired without some of the "soft skills" normally gained in the classroom.
Standardized Testing Hasn't Been Proven to Increase Educational Achievement
According to extensive research, increases in educational achievement have not been shown based on a school district's use of standardized testing. According to a comprehensive examination of education research by the National Research Council, test-based incentives have created small or non-existent improvements to educational achievement. Some standardized testing has, in fact, worsened outcomes-the exams high school students take in order to receive their diploma has increased the high school dropout rate across the country by an average of two percent, the study found.
Find PARCC-Approved Calculators and Other Educational Resources at Schoomart
The debate regarding standardized testing is far from over and has yet to provide many solutions to some of the disadvantages of standardized testing. However, until a new method for testing student achievement is found, standardized testing will remain a major component of every public-educated American student's school day. At Schoolmart, we provide PARCC-approved calculators and other educational tools to help students succeed on standardized tests. To learn more about our products, visit our website today!

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The Debate on Standardized Testing in Schools

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Standardized testing has been both criticized and applauded by educators, politicians, principals, teachers and students. While some find the tests to be superficial and unnecessary, others insist that they are crucial to measuring long-term potential in students.

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What Debates Are Currently Being Had About Assessments

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What Debates Are Currently Being Had About Assessments

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What Debates Are Currently Being Had About Education Assessments?

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Spread the loveIn education, it's agreed that assessment is a key part of any efficient educational system or program. Educator stakeholders all want to know if learners are learning and progressing academically in school.

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What is Assessment Reliability and Validity?

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What is Assessment Reliability and Validity?

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What is Assessment Reliability & Validity?

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Connecting to Prior Knowledge & Experiences Video #1

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Performance Assessment - Classroom Vignette (TELL Project)

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Authentic Assessment Project Overview TEMPLATE

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Authentic Assessment Project Overview TEMPLATE

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Identifying Types of Assessment Activity

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Identifying Types of Assessment Activity

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Purposes of Assessment intended to improve student achievement assessment occurring at a point in time, usually after specific skills or knowledge should have been learned, to summarize the current status of student achievement assessment occurring throughout the teaching and

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SplashLearn Blog - Educational Resources for Parents, Teachers & Kids

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What Is Inquiry-Based Learning? Types, Benefits, Examples

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Your students can now be better prepared for the real world with the inquiry-based learning model. Know all about it in this blog by SplashLearn.

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Cooperative Learning Model:  Strategies and Examples

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Cooperative Learning Model:  Strategies and Examples

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Cooperative Learning Model: Strategies & Examples

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Teacher provides feedback to students - Example 13

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Teaching Strategies that Enhance Higher-Order Thinking

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Teaching Strategies that Enhance Higher-Order Thinking

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Teaching Strategies that Enhance Higher-Order Thinking - TeachHUB

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Teachers want their students to understand what is being taught, not just memorize it. Utilize these teaching strategies that enhance higher-order thinking.

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How to build student stamina - Sonic Learning

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So much of success in life boils down to persistence. While "natural ability" is often touted as a gift that must be nurtured, students who have learned the art of persistence are able to work through challenges, deal with failure and achieve their goals. But how can you help a child develop persistence?

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Adaptive teaching: Rethinking the nature of learning in schools

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Differentiation Strategies:  A Teacher's Guide

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Differentiation Strategies:  A Teacher's Guide

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Differentiation strategies: a teacher’s guide

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What does differentiation in the classroom look like and how can we use this concept to make learning accessible and challenging for everyone?

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A Practical Guide to Planning for Intentional Differentiation

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A Practical Guide to Planning for Intentional Differentiation

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Differentiated Instruction

By considering what students need to know, their interests, and how learning will be assessed, teachers can differentiate assignments.

Planning: Content, processes, and products

Learner access: Readiness, interests, and learning preferences

Environment

Differentiating for the needs of all learners is an important focus that many teachers across the world share. We want our students to have a year-plus growth in courses, whether they're struggling with core basics, are just at the appropriate skill level, or have understanding that exceeds the learning outcomes of the curriculum. These are the key elements to consider in differentiating instruction:

Much has been written to help teachers think about and provide differentiated experiences for learners that align and explain these elements. However, the question and challenge that I hear and observe from teachers most often is: how do we effectively plan intentional differentiation that we can implement and evaluate with the same confidence and understanding as traditional lessons? The answer that follows is based on a change in how to use the planning elements-content, processes, and products-for differentiation, which is finding traction in classrooms that are using this approach.

A Three-Pronged Approach to Planning for Differentiation

Part 1: Content. Content is what students need to know, understand, and do something with. When identifying these outcomes, we also shape the assessment(s) by how learners can demonstrate what they understand. Success comes from teachers accomplishing two steps for this task.

First, identify the specific skills and concepts that students must achieve. This is what gets measured and analyzed through a variety of assessments. Unpacking the skills and concepts enables teachers to track student learning progress for areas of additional support for learners with significant gaps and learners who are ready for complexity beyond the content expectations of the lesson. This understanding enables teachers, instructional coaches, and supervisors to be on the same page as to what students need to learn through intentional differentiation.

Second, collect data on what the students bring to the focused content. Sometimes, this step is viewed as finding strategies for planning differentiation. That is a mistake. Meeting learner needs means knowing what opportunities they bring to the lesson based on what they already know and what challenges exist, based on gaps in core areas of need. Examples of student data to collect prior to planning include life experiences and interests outside of school and academic skills. Using strategies like K-W-L charts or need to knows is one way to find out what learners already know about the topic. Their level of understanding of the content should be factored into the planning. No student feels engaged with a lesson or session that delivers content they have long since mastered. This stage of planning also helps to confirm gaps in knowledge.

Educators should collect information about students' interests and passions that may relate to, or give them background for, applications of the content. This data can lead to rich learning experiences, such as providing informational text to read and analyze from articles about sports or Minecraft if many students identify those as areas of interest.

Accomplishing these two steps helps to ensure that the educators feel well prepared about the specific curriculum expectations at a targeted level. It also ensures that teachers are fully aware of what students bring to the content in terms of opportunities and areas of challenge.

Part 2: Processes. Process is about the different ways that students make sense of the content. Students need frequent experiences of sense-making through a variety of different ways and opportunities. Teachers make this happen through lessons that are made up of a series of activities.

Differentiation through processes is applied in one or more of these activities that make up the lesson. Teachers might start with differentiating one activity. As confidence and experience grows, most lesson activities can be differentiated. The focus of intentional differentiation for process is based on students' content opportunities and challenges. It also incorporates at least one of the learner access elements: readiness, interests, and learning preferences.

Here are two examples.

English: Using details in writing through learning centers. Each center focuses on a different type of detail strategy: example, facts, and sensory detail. Each center includes two options and students choose one to complete.

Math: Understanding the parts and functions of fractions through think dots. Students are put into groups based on their readiness skill level to complete a tiered activity where they all must complete the focus skills. Each group collaborates to solve the six tasks in a random order of choice.

Part 3: Products. Products are the artifacts that students create to show what they know and do not know. These products vary in format both small and large, such as quizzes, reflections, discussions, multimedia, social media tools, and performance tasks.

Intentional differentiation is based on how to leverage what's known about students' content opportunities and challenges. Also, use at least one of the learner access elements: readiness, interests, and learning preferences. These experiences range from practice to learn to assessment checks on progress. There is much flexibility to provide learners with a range of opportunities and experiences to help them make connections and extend their learning while maintaining the content focus.

Driving Forward With Differentiation

Explore this approach for reflecting and planning for students' needs through differentiation. Using content, processes, and products as planning steps provides a clear and concise approach toward choosing strategies and activities based on learner needs that align with the lesson outcomes. This resource curation portal offers ideas to build into your plan, and this differentiation guide offers more insights and a differentiation planning criteria checklist to start your planning journey.

This structure not only empowers student learning but also gives educators common language for collaborative professional opportunities to discuss, implement, and build stronger experiences that meet the needs of all their learners.

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A Practical Guide to Planning for Intentional Differentiation

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By considering what students need to know, their interests, and how learning will be assessed, teachers can differentiate assignments.

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Differentiated Instruction:  What Every Teacher Should Know

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Differentiated Instruction:  What Every Teacher Should Know

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Differentiated Instruction: What Every Teacher Should Know

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The importance of differentiated instruction is hard to overstate. But here goes: if you’re not differentiating, you’re not actually teaching.

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5 Keys to Rigorous Project Based Learning

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5 Keys to Rigorous Project-Based Learning

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Previewing Strategies | Piktochart Visual Editor

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Sample Instructional Strategies Project #1

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Writing Strategies Shannon, Sam, and Sarah

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