DIRECT INSTRUCTION MODEL
WHAT I LIKE ABOUT THIS MODEL: Using this model gives students many oppritunities to master a new skill or concept through independent practices, guided practice, and teacher demonstration. It is also helpful to diverse learners by providing structure and repitition.
POSSIBLE DRAWBACKS OF USING THIS MODEL: While this model is one of the more common methods of teaching, it is not always the best. Since this is a teacher-led model, the teacher does most of the talking. The only time the students get to engage is when questioning or during the guided pracice. This is useful for some courses, but not all.
HOW I CAN SEE MYSELF USING THIS MODEL: I can see myself using this skill if I were to teach my students about the geography of where battles took place or historical geographic locations. I would explain. I would explain the events that took place, show my students where they took place, and ask them questions about the events and where these events where located. I could then give them a map and have them show me where each battle was located.
OTHER COMMENTS/COMPARISONS: This model is more commonly used than other models because it is the simpilest and easiest to plan for and implement in the classroom. On the other hand, when compared to other models, Direct Instruction does not require much student involvement because of the lack of critical thinking and discussion required.
Direct Instruction Lesson Plan Example
Some of the strong points in this lesson is in the begining phases when Mrs.Ding asks the students what nationalism is and if they have heard of the Axis Powers. Then after asking them, she briefly goes over what they are, the deffinition, and then makes them write down the deffinition so that they may refer back to it later.
One of the weaknesses in this model is in number two under Instructional Procedures, when the teacher asks the students if they have ever heard of the Axis Powers. In the lesson plan it says to make a mental note of the students who are familiar with this term. In actuality it would be better to write down the students who were or were not familiar with the Axis Powers. This is because it is most likely that you will not remember acurately who did or didn't know the answer. Especially in a secondary setting, where there is a new class every hour.
Mrs.Ding deviates from the model when she suggests that at the end of the lesson students get together in groups and discuss what was learned. She asks the students to discuss the Axis Powers, pick one and compare nationalistic views of the Axis Power with a nationalistic view of someone today in chart form.
Direct Instruction Lesson Plan Example
One of the strengths of this model is that the teacher does similar problems with the class. When the teacher does this they review what the class was just taught. This motivates the students by giving them a chance to respond and recieve feedback on the topic.
One of the weaknesses in this model is that the teacher has written down what they expect the students to say, and filled in where they can talk. The students will not always say what you plan for them to. It is not always easliy predictable what students reactions will be to a lesson. Sometimes it is necessary to plan for the unexpected. A way this teacher could do this is instead of writing down what they expect the students to say, they leave a time slot open for students to ask questions and respond to questions asked by the teacher.
This particular teacher deviates from the model in their lesson plan by not giving them multiple problems to do on their own similar to what they learned. This cuts out the Independent Practice phase of implementing the Direct Instruction Model. This means that the teacher could not asses their students knowledge because they did not give them problems similar to the ones they were taught, and worked on by themselves.