Description
This week we read Chapter 7: The Effective Lesson (Slavin,
2015). It was interesting to read about teaching an effective lesson. I
believe this always a place that a teacher can grow. We stand in front of tiny
beings and try to keep them engaged so that we can impart great wisdom. Slavin
says, “At times, the most effective and efficient way to teach students is to
present information, skills, or concepts in a direct fashion” (2015). This is
true. We try to make every lesson exciting, hands on, group work, but in
reality sometimes it is just us up there teaching. We have to be good at it,
because it is the least favorite part of a young child’s school day!
Analyze
Page 160 talks about direct instruction. He talks about the
need for direct instruction and gives the example of third grade students
conducting science experiments. Those that received direct instruction first
performed better than the students that were left to figure out how to set up
and complete the experiment on their own (Slavin, 2015).
Lessons should be well organized and laid out. Students should
know what is being discussed and in what order. Students should be told when
you are discussing a particularly important portion. Being clear and staying on
topic is equally important as it keeps the student’s minds focused on the topic
at hand (Slavin, 2015, pgs. 166-167).
Another great point, is the importance of worked examples.
Students benefit from seeing something worked out and hearing your thinking as
you work it out. Hearing you formulate your answers will help them later when
they are on their own and working independently. This quote spoke to me, “It is
clear that direct instruction methods can improve the teaching of certain basic
skills, but it is equally clear that much is yet to be learned about how and
when they should be used.” (Slavin, 2015, pg. 176). I think that a lot of
teachers, especially those that are new to the profession struggle with
classroom management. Some view keeping students in their seats and quiet as a
well-managed classrooms and they only teach through direct instruction. Yet,
this method of teaching has limited use. Students need multiple ways to learn.
They need to understand the concept and be able to apply it in a variety of
ways (Slavin, 2015, pg. 177).
Reflection
I teach very little through whole group, direct instruction. I
feel the atmosphere change in the room almost the second I move to the front of
the room. No matter how fun I try to make the lesson at least some of my kid’s
eyes begin to glaze over after a few minutes. I feel that part of the problem
is kids are used to everything being presented to them in a fast paced, flashy
way of video games, internet, and television. The other issue is that not all
children learn well through hearing the material. That being said, the only way
to teach subtraction with regrouping is through direct instruction and repeated
worked examples.
However, I am constantly looking for ways to make my direct
instruction lessons more meaningful and engaging. Through reading the chapter
and what I see year after year in my classroom, I see the benefit of using them
to teach particular skills.
Slavin, R. E. (2015). Educational Psychology: Theory
and practice (12th ed.). New Jersey: Pearson
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